Award Date
5-1-2025
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Psychology, Leadership, and Higher Education
First Committee Member
Tina Vo
Second Committee Member
Vanessa Vongkulluskn
Third Committee Member
Steven Nelson
Fourth Committee Member
Omolola Odejimi
Fifth Committee Member
Joseph Morgan
Number of Pages
283
Abstract
This explanatory sequential mixed methods study investigated the complex interplay between self-determination theory (SDT) and mentorship in supporting elementary and middle school science teachers’ professional development. Grounded in Deci and Ryan’s (2000, 2017) theoretical framework emphasizing autonomy, competence, and relatedness as fundamental psychological needs, this research examined how these needs influence science teachers’ support-seeking behaviors and engagement with mentorship structures. Science teachers face distinctive challenges, including evolving educational standards, specialized content knowledge requirements, and pedagogical complexities that necessitate differentiated support approaches across educational contexts and career stages.The study employed a two-phase design integrating quantitative survey data (N = 116) from the Mentorship Balanced Measure of Psychological Needs scale and a teacher support-seeking instrument with qualitative semi-structured interviews (N = 15) to provide comprehensive insights into teachers’ lived experiences. Statistical analyses, including ANOVA, correlation, and multiple regression, examined relationships between psychological needs and support-seeking behaviors, while thematic analysis of interview data revealed nuanced patterns in how teachers navigate professional support systems across different educational settings and career trajectories. Findings revealed significant patterns of convergence and divergence in how elementary and middle school science teachers experience psychological need satisfaction and engage with various support mechanisms. Relatedness emerged as the strongest predictor of support-seeking (β = 0.316, p < .001), highlighting the critical role of professional relationships in facilitating teacher development. The study further identified distinctive developmental progressions in how support needs and mentorship experiences evolve throughout teachers’ careers, with implications for the design of differentiated support structures. This research addressed a significant gap in operationalizing SDT principles within educational mentorship contexts while providing concrete recommendations for enhancing science teacher support through psychologically attuned mentorship practices. The findings contribute to both theoretical advancement of SDT in professional development contexts and practical applications for educational leaders seeking to design more effective support systems for science educators, ultimately enhancing both teacher well-being and instructional effectiveness.
Keywords
Autonomy-Relatedness-Competence; Mentorship; Science Education; Self-Determination Theory; Support-Seeking; Teacher Motivation
Disciplines
Education | Educational Psychology
File Format
File Size
2700 KB
Degree Grantor
University of Nevada, Las Vegas
Language
English
Repository Citation
Marquez-Mendez, Mayra A., "Reaching Out, Growing Within: An Explanatory Approach to Understanding Science Teachers’ Support-Seeking Behaviors and Self-Determination" (2025). UNLV Theses, Dissertations, Professional Papers, and Capstones. 5304.
https://oasis.library.unlv.edu/thesesdissertations/5304
Rights
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