Autonomy-Supportive Teachers: A Case Study of Ohio Student-Directed SBAE Programs

Abstract

Educators recognize the importance of intrinsic motivators. However, facilitating student autonomy within the classroom poses more challenges, when historically, motivators have been extrinsic (grades, rewards, deadlines). School-based agricultural education (SBAE) offers a unique educational context as compared to other subject areas to provide autonomy-supportive teaching. This study aimed to explore the ways Ohio SBAE teachers used ASIB to support student intrinsic motivation and internalization. This qualitative case study was bound by Ohio SBAE teachers who express student-directed, autonomous programs. Six teachers participated in semi-structured interview and three teachers were purposively sampled for program observation and SAE document analysis. Three themes emerged from the data: (1) talk the talk and walk the walk: modeling program culture of autonomy, (2) I believe I’m encouraging student autonomy, but how can I be sure?, and (3) highlight individual growth over award recognition. SBAE teachers are encouraged to model autonomy-supportive behaviors to establish a program culture of autonomy. SBAE teachers should foster individualized opportunities for students to support motivational outcomes. Further research should include longitudinal qualitative studies exploring the evolution of autonomy supportive behaviors. In addition to longitudinal studies, studies should be explored that take in students' perspectives on teacher autonomy supportive instructional behaviors.