MOTIVATION PROFILES OF PHYSICAL EDUCATION TEACHERS IN SERBIA: A SELF-DETERMINATION THEORY PERSPECTIVE
MOTIVATION PROFILES OF PHYSICAL EDUCATION TEACHERS IN SERBIA: A SELF-DETERMINATION THEORY PERSPECTIVE

Summary/Abstract: Understanding the motivations of physical education teachers is essential for effective teaching and professional well-being. Grounded in Self Determination Theory, this study examined the interplay between intrinsic and extrinsic motivation among 3,792 physical education teachers in Serbia to identify four profiles: amotivated n = 380, 10.0 percent; extrinsically motivated n = 909, 24.0 percent; intrinsically motivated n = 946, 24.9 percent; and balanced n = 1,557, 41.1 percent. Structural Equation Modeling generated standardized latent scores with excellent model fit CFI = .987, TLI = .991, RMSEA = .045, SRMR = .051. These scores were used to compute a Motivation Index and conduct multinomial ridge regression classification, yielding overall accuracy of 78.43 percent and balanced accuracy of 80.14 percent for amotivated, 87.03 percent for balanced, 87.23 percent for extrinsic, and 95.37 percent for intrinsic profiles. Simultaneously, high intrinsic and extrinsic motivation increased the odds of balanced classification (β = 0.30 to 0.34, OR approximately 1.4, p < .01), indicating a synergistic configuration in which external demands are internalized. Low intrinsic and extrinsic motivation predicted amotivation (β = 1.10, OR = 3.00, p < .001). Higher extrinsic motivation reduced the probability of intrinsic dominance (β = −0.95, OR = 0.39, p < .001), and tempered extrinsic classification (β = −0.27, OR = 0.77, p < .001). Teachers classified as extrinsic reported high scores on both dimensions, with extrinsic motivation prevailing, whereas intrinsic dominance was most likely when intrinsic motivation was strong and extrinsic motivation comparatively lower. Higher personal physical activity and rural context favored intrinsic orientation, while greater teaching experience and classroom teacher status were negatively associated with it. These findings clarify the motivational structure of physical education teachers and identify targets for professional development and policy aimed at strengthening autonomous yet context-sensitive motivation.

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