Impact Model Self-Determination Job Motivation of Teachers the Use of Instructional and Disciplinary Strategies

The purpose of this research was design and fit a structural model of the relationship between Self-determination job motivation and instructional and disciplinary strategies. The research method was descriptive correlation with test structural equation modeling. The population of this project was involving 4478 elementary, guidance and high school teachers of north towns of Azarbayejan Qarbi, in which 354 teachers (158 Men, 196 Women) were selected with multistep and categorical cluster sampling methods. In order to collect data was used the Bliss (1994) questionnaire of self-determining motivation, and the questionnaire of educational and disciplinary strategies. Data were analyzed by method structural equation and software spss16 and AMOS22. The results showed that the proposed model, a strong theoretical model to predict the use of educational and disciplinary strategies of teachers. Self-determination motivation 0.31 and 0.36 direct effect on disciplinary and educational strategies. Furthermore, regarding the self-determining motivation types and educational and disciplinary strategies between teachers there was no sexual differences.