Theory

Self-determination theory (Ryan & Deci, 2017) is a meta-theory that operates across contexts, such as competitive athletics, performing arts, healthcare, the workplace, parenting, and education. Building upon DeCharms’ (1968) concept of personal causation, SDT posits three universal human needs: 

• Autonomy represents a manifestation of a perceived internal locus of control for actions. 
• Competence represents a perceived expectation of performing activities at a prescribed level. 
• Relatedness concerns how individuals develop emotional connections with significant others.

Social factors, such as parenting and education, can either support or thwart quality motivation. During the past 40 years, SDT researchers have shown how the quality of motivation diminishes when those in charge (parents, teachers, managers) use controlling rather than autonomy-supportive techniques. They pressure, demand, cajole, coerce, and seduce us to behave in ways that benefit them, undermining a more genuine or intrinsic form of motivation. Self-determination explains the process of internalizing extrinsic goals from amotivation to external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation.

Collective teacher efficacy (Goddard, Hoy, & Hoy, 2000) refers to the shared belief among a group of teachers in their ability to positively affect students. Rooted in Bandura’s (1997) social cognitive theory, this construct emphasizes the power of collective efficacy over individual self-efficacy.

• Teacher Empowerment: Teachers are granted the authority and resources to make instructional decisions and take on leadership roles.
• Reflective Practices: Teachers regularly engage in self-assessment and peer reviews to improve their teaching methods and student outcomes.
• Goal Consensus: Teachers collaboratively set and align on clear, measurable goals for student achievement and instructional improvement.
• Cohesive Teacher Knowledge: Teachers develop and share a unified approach to curriculum and instruction through collaborative professional development.
• Autonomy-Supportive Leadership: Leaders provide teachers with the autonomy to innovate while offering resources, feedback, and encouraging their input in decision-making processes.

Social factors within the school environment, such as leadership, professional development, and a supportive culture, can either bolster or undermine collective efficacy. Over the past two decades, studies have demonstrated that schools with strong collective teacher efficacy tend to have higher student engagement and academic success ( Donohoo & Hattie, 2018). These schools often foster a collaborative culture where teachers work together to set goals, solve problems, and innovate, creating a more effective and motivating educational environment.

Flow theory, formulated by psychologist Mihaly Csikszentmihalyi, investigates the optimal state of human consciousness known as "flow." This mental state is marked by profound focus, enjoyment, and total immersion in an activity, often culminating in peak performance. Flow is achieved by harmonizing the challenge of a task with an individual's skill level, fostering increased motivation, creativity, and satisfaction. Key components of flow include:

• Timelessness (losing track of time)
• Optimal challenge
• Clear goals
• Immediate feedback
• Personal control
• Merging action and awareness

Flow theory has been applied across various fields, such as sports, arts, education, and business, with the aim of boosting productivity, engagement, and overall well-being. Understanding and fostering flow can lead to enhanced performance and personal fulfillment in both professional and personal pursuits.