Self-Determination Theory Pathways Linking Teacher Motivation, Institutional Support, and Information and Communication Technology Adoption in College English Teaching
Abstract
Information and communication technology (ICT) integration has become a central priority in higher education, yet sustained adoption depends on teachers’ motivation, institutional support, and confidence in digital pedagogy. This study examined whether a Self-Determination Theory (SDT)-informed professional development program could support autonomy, competence, relatedness, and ICT integration among college English teachers in a Chinese university. The study used a 12-week randomized mixed-method sequential explanatory design with 200 in-service teachers assigned to an SDT-informed professional development group or a routine professional development control group. Pre- and post-intervention surveys measured psychological need satisfaction, ICT adoption frequency, ICT adoption depth, ICT adoption sustainability, and institutional support. Classroom observations and teacher interviews provided explanatory evidence. Quantitative analyses used analysis of covariance and structural equation modeling. The intervention group showed larger adjusted post-intervention gains in autonomy, competence, relatedness, ICT frequency, ICT depth, ICT sustainability, and perceived institutional support. Competence showed the strongest direct association with ICT adoption, while institutional support partly explained and strengthened the links between SDT needs and ICT use. Observation and interview findings indicated that teachers adopted digital tools more consistently when training included practical mastery, professional choice, peer collaboration, and organizational support. Because the sample came from one university and baseline group differences were present, the findings should be interpreted as provisional evidence. The study highlights the value of motivation-focused, institutionally supported professional development for digital pedagogy in college English teaching.