LAUSR

Abstract This study tested a conceptual model based on self-determination theory to examine how university faculty members’ motivation for teaching predicts their utilization of teaching best practices, and explored if faculty at various higher education institution types are differentially motivated for teaching. Data from a national online survey of 1671 faculty from 19 universities was analyzed using structural equation modeling. Support for the overall model showed faculty autonomy, competence, and relatedness positively predicted autonomous motivation (intrinsic, identified), but not controlled motivation (introjected, external). Autonomous motivation, in turn, predicted greater incorporation of effective teaching strategies, namely instructional clarity, higher-order learning, reflective and integrative learning, and collaborative learning. There were no differences found across faculty at Doctoral, Master’s, and Bachelor’s institutions in terms of autonomous motivation mean levels, nor for the predictive effects of autonomous motivation on teaching best practices. The findings have implications for the faculty motivation and teaching research literatures, as well as for faculty development initiatives aimed at improving teaching effectiveness.