Georgios S. Gorozidis, Yannis S. Tzioumakis, Charalampos Krommidas, Athanasios G. Papaioannou


According to self-determination theory, teachers’ basic needs satisfaction is essential for the quality of their motivation, teaching, and work behavior. Considering the lack of valid and reliable instruments measuring teachers’ basic needs satisfaction (for autonomy, competence and relatedness) within the Greek context, we evaluated the factorial validity and internal consistency for the Greek version of the Basic Needs Satisfaction Scale for Teachers (BNSST; Longo et al., 2016). Standard back-translation procedures were followed. Focusing on Physical Education (PE) teachers, the validity of the measure was evaluated via two cross-sectional studies with samples of pre-service (n=109; study 1) and in-service (n=91; study 2) teachers. The psychometric properties of the instrument were established through exploratory and confirmatory factor analysis, Cronbach’s alphas, and latent variables’ associations with external criteria. In both studies, factor analyses results supported the construct validity of the 9-item, 3-correlated factors model, producing satisfactory goodness of fit indices, suggesting that the three needs are positively related with each other. Internal consistency analysis produced acceptable values for all the scales of the study. In line with theoretical assumptions and past research evidence, latent variables correlations with external criteria showed that basic needs satisfaction connects positively with their beneficence, cooperation willingness, intrinsic motivation and identified regulation. Furthermore, structural equation modeling revealed a positive connection between teachers’ general basic needs satisfaction and their autonomous motivation, work engagement, and work satisfaction, suggesting that the fulfillment of teacher basic needs can positively predict their well-being at work. The present findings suggest that the BNSST-GR has good psychometric properties and provide initial support for the instruments’ validity and reliability. Such measurements may prove useful in examining Greek teachers’ basic needs satisfaction in a variety of work-related contexts (e.g., teacher professional development).


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teachers’ basic needs satisfaction, PE teachers, PE teacher training education, self-determination theory, instrument validation

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