Kiệt sức nghề nghiệp cốt lõi và động lực giảng dạy của giáo viên: Vai trò trung gian của hành vi giao tiếp sư phạm tích cực

Tóm tắt

In the context of fundamental and comprehensive educational reform, identifying the factors influencing teachers' professional motivation is crucial for improving the quality of teaching and learning. This study examined the relationships between core occupational burnout, teachers’ autonomous motivation, and amotivation, while testing the mediating role of positive pedagogical communication behaviors in these relationships. Data were collected from 4972 teachers across educational levels in Vietnam and analyzed using EFA, CFA, and SEM. The results showed that core occupational burnout symptoms negatively predicted autonomous motivation (β = -0.243, p < 0.001), positively predicted amotivation (β = 0.410, p < 0.001), and negatively predicted positive pedagogical communication behaviors (β = -0.274, p < 0.001). Positive pedagogical communication behaviors positively predicted autonomous motivation (β = 0.551, p < 0.001), negatively predicted amotivation (β = -0.150, p < 0.001), and partially mediated both relationships. These findings provide empirical evidence for integrating Job Demands-Resources Theory and Self-Determination Theory in explaining teachers’ professional motivation. The study highlights positive pedagogical communication behaviors as a micro-level behavioral mechanism through which occupational burnout may be associated with reduced teaching motivation. The findings suggest that sustaining teachers’ professional motivation in the context of educational reform requires a dual approach: reducing occupational burnout and developing positive pedagogical communication behaviors in schools.