Abstract:
We examined the stability of teaching motivations, role of experienced excessive demands and leadership support, and reported instruction and burnout among 424 Australian secondary (n = 242) and primary (n = 182) teachers (338 women) from the FIT-Choice project (www.fitchoice.org), teaching at early (T1: M = 3 years) and midcareer (T2: M = 10 years). Surveys measured motivational values and contextual demands and supports (T1/T2); burnout and self-reported positive and negative teaching (T2). Hypothesised latent moderations of motivational trajectories by demands/supports, and influences on reported instruction and burnout, were tested using structural equation models. Gender and secondary/primary teaching were covariates. During early career, secondary teachers experienced greater demands and less supportive leadership; women perceived lower demands (more women were primary). Demands and personal values significantly increased over time. Motivations were moderately stable until midcareer; demands and leadership less so. During early career, demands associated with reduced intrinsic value, and leadership with higher intrinsic and social values. At midcareer, demands associated with reduced intrinsic and personal values, and leadership with higher social values. Early career leadership support did not buffer subsequent declines for any motivations. Intrinsic value was eroded by excessive demands during early career, with flow-on consequences for reduced positive teaching and higher burnout by midcareer. Social values, primary teaching and female gender also predicted positive teaching. Midcareer excessive demands (positively) and supportive leadership (negatively) related to burnout. Positive teaching reduced negative teaching; burnout promoted it. Results emphasise an imperative to reduce excessive demands experienced by beginning teachers particularly in secondary schools.