The mediating self-system perceptions in the relationship between the teaching emotions and autonomy supportive environment

The purpose of the present study is to investigate the mediating role of self-system perceptions in the relationship between teaching emotions and a supportive self-concept environment.

The current descriptive research is applied in terms of purpose and correlational studies in terms of methodology. The statistical population consisted of all teachers employed in schools in Yazd city, from which 223 individuals were selected using a multi-stage cluster sampling method. The research tool was Gagné psychological basic needs Inventory (2003); Trigwell teaching excitement training (2012); Autonomy Supportive Environmental Questionnaire Assor et al. (2002 and 2012). confirmatory factor analysis was used to examine the collected data. The data were analyzed using descriptive and inferential statistical indicators and SPSS 25 and Amos 24 software.

The findings revealed that the subscales of the supportive self-concept environment (opportunity for choice and opportunity for critique) have a direct, positive and significant relationship with the dimensions of self-concept, self-system, relatedness and competence. The dimendions of the self-system exhibited a negative and significant relationship with negative teaching emotions, while they demonstrated a positive teaching emotions. Based on the results of the path analysis, the self-supportive environment of the follower can be effective for teacher education alone and through the active mediation of the system in different places. The self-supporting environment of the follower with the mediation of his system can affect the negative emotions of teaching in a negative and meaningful way. 

As a result, the self-system is capable of mediating the exciting relationship between teaching and the supportive environment. So, the supportive environment of the follower and the system play an important role in predicting teaching emotions.