Using motivational interviewing to promote teacher efficacy, autonomy-supportive teaching and students’ academic motivation

Motivational interviewing (MI) is a collaborative communication style used to promote individuals’ motivation, and there growing support for using MI in schools. This study aims test whether teacher-focused intervention program based on autonomy-supportive teaching increases teachers’ teaching, teacher efficacy students’ academic motivation perceptions of autonomy support. In this with short-term longitudinal design, teachers were trained style, along control group which the did not receive specific training. 14 478 students (10–12 years) participated study. The MI-based found significantly increase perceived sense student engagement, instructional strategies, classroom management from Time 1 2. However, or over time. current indicate that school-based may be more important professional development than younger motivation. demonstrates training can have an impact behaviors efficacy, providing valuable insights both education school leaders.