Grasping the complexities of Pakistani educators' pedagogical approaches and students' needs

Abstract

This study explored the relationships between perceived motivating and demotivating teaching styles and students' need satisfaction and frustration in the context of Pakistani middle and high school students. A sample of 1,715 students completed surveys assessing their self-reported and perceived experiences with motivating and demotivating teaching styles, as well as their levels of need satisfaction and frustration. The findings revealed that students' perception of motivating teaching styles was positively linked to their need satisfaction, while demotivating teaching styles were associated with increased need frustration. Additionally, students' need satisfaction was found to have a positive relationship with their perception of a controlling teaching style. The study discusses the theoretical and practical implications of these results. 
Keywords: Need satisfaction, need frustration, Teaching Self-determination, Motivating styles.