The role of autonomy, relatedness and competence in the formation of an integrated identity among Graduate Teaching Assistants

Graduate Teaching Assistants play a pivotal role in HE, but little is known about their professional development. To support their preparation, I and my colleagues designed a study that drew on self-determination theory (Ryan & Deci, 2017) and examined GTAs’ satisfaction of three basic psychological needs of autonomy, relatedness and competence, while also investigating the role of the need satisfaction in the development of their integrated identities. 176 GTAs teaching at different universities in the UK completed a needs satisfaction questionnaire, 25 of whom also participated in semi-structured interviews. The findings showed high levels of satisfaction of all three needs, but frustrations were also reported over the relationship with senior staff members and administrators and the lack of appreciation for GTA work. The majority of GTAs also reported agreement (rather than disagreement) with externally imposed competencies and based their practices in accordance with institutional expectations. Suggestions for GTA professional development will also be discussed.