Influence of basic need satisfaction, teacher self-efficacy, work-experience of teachers: Twenty-first-century skills instruction

Abstract

The purpose of this study is to examine the influence of basic need satisfaction (BNS) and teacher self-efficacy (TSE), as well as work experience, on instructional outcomes related to twenty-first-century skills in schools. The rapidly evolving global landscape necessitates those teachers integrate twenty-first-century skills into classroom instruction. Despite a few studies on teachers’ ability to integrate innovative skills in instruction, limited empirical evidence exists regarding the influence of intrinsic motivation on the instruction of innovative pedagogical skills. Guided by Self-Determination Theory and Social Cognitive Theory, a conceptual model is developed to guide the influence on the instructional framework of twenty-first-century skills. Data are collected from 658 secondary school teachers across the southern states of India. For data collection, the study uses standardized instruments: the Teacher Sense of Efficacy Scale, the Basic Need Satisfaction at Work Scale, and the Twenty-First-Century Teaching and Learning Survey. The results of correlation, mediation, and moderation analyses have addressed the objectives of the study. Teacher self-efficacy shows different types of mediation effects on various components of basic need satisfaction, autonomy, competence, and relatedness, in its association with the instruction of twenty-first-century skills, which emphasizes their differential importance. Furthermore, work experience shows no moderation effect, suggesting the need for professional support for all teachers, regardless of experience.