Our results support the basic claims of the Self-Determination Theory that intrinsic teaching motivation is facilitated by social relatedness, competence, and partly by autonomy for German professors, too. If teaching is managed by objective agreements intrinsic motivation is significantly decreased.
Ein pdf des Artikels kann unter uwe.wilkesmann@tu-dortmund.de angefordert werden.

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The introduction of New Public Management in the German system of higher education raises issues of the academics’ motivation to do research and to teach. We present evidence-based findings about contextual factors which influence intrinsic and related modes of internalized teaching motivation in German higher education institutions. We discuss parallels between internalized forms of motivation and public service motivation. In accordance with Self-Determination Theory, we empirically test factors which correlate with autonomous motivation to teach. We also address the issue of the crowding effect of intrinsic motivation by selective incentives.Ein pdf des Artikels kann unter uwe.wilkesmann@tu-dortmund.de angefordert werden.