Chapter 2: Sociocultural Influences on Teachers’ Reactions to an Intervention to Help them Become More Autonomy Supportive

Imagine sitting down with a group of educators from all over the world to ask two questions: (a) “What educational outcomes are most valued in your nation?” and (b) “What do the teachers in your nation say and do during instruction to help students attain these outcomes?” Going around the table, different educators would prioritize different outcomes but, in the end, a consensus answer to Question 1 would likely emerge around something like “the psychological, cognitive, social, and physical qualities that students need to live a happy and fulfilling life” (OECD, 2017, p. 8). For the second question, however, a consensus answer would likely be elusive. Educators in some nations would insist that teachers need to take a position of authority and be prescriptive—tell students what is important and monitor them closely to make sure that they do what they are supposed to do to thrive in the society. Educators in other nations would suggest that teachers take a supportive approach—ask students what they want, encourage their initiative, and support their efforts to become the people they want to become. Instead of a consensus, these global educators would likely agree to disagree, as in “you say toe-may-toes, I say ta-matt-ohs.” Different nations just have different norms, priorities, beliefs, and values.