Promoting Need-Supportive Teaching: Evaluating the Impact of a Self-Determination Theory-Based Professional Development Program in Underserved Schools

This study examined the effects of a professional development (PD) grounded in self-determination theory (SDT) on teachers’ instructional practices in underserved school communities. The PD program was designed to equip teachers with strategies to enhance student motivation by supporting their needs for autonomy, competence, and relatedness. A mixed-methods approach with repeated measures (pre- and post-intervention) was used, including focus group interviews, teacher learning assessments, behavioral intention measures, and classroom observations. Findings revealed significant improvements in teachers’ use of need-supportive strategies, particularly in taking students’ perspectives, offering choices, and promoting collaboration. Although teachers demonstrated strong knowledge acquisition, they needed additional support to fully integrate other strategies, such as providing explanatory rationales. The study underscores the importance of practical, hands-on learning experiences in PD programs and highlights the need for ongoing coaching and school-wide support to ensure the successful implementation of SDT-based strategies. The study contributes to the growing body of research on SDT-based interventions and highlights PD programs’ potential to foster more engaging and motivating learning environments for students in underserved schools.