Volition within structure: rethinking teacher-researcher identity through Self-Determination Theory

This study examines how experienced teachers navigate psychological need satisfaction and frustration during a structured collaborative action research project, and how these experiences relate to the internalisation of a teacher-researcher identity. Drawing on Self-Determination Theory (SDT) and bounded-agency perspectives, reflective accounts from 28 teacher leaders in Singapore were analysed. Psychological needs functioned interdependently: satisfaction of one need often helped sustain engagement when another was constrained. The need for competence was met through scaffolded challenge, where difficulties were overcome with peer and instructor support. The need for relatedness was fulfilled through task-focused collaboration. The need for autonomy was experienced as purposeful choice within institutional boundaries, although time pressure constrained it. Reflections showed appreciation of research and, for some, intention to undertake further inquiry; incorporation of inquiry into professional self-understanding was evident in few accounts. Where participants linked these experiences to their stance towards research, the connection was clearest for competence. The study extends SDT’s application to teacher inquiry by showing how structure, support and relational trust can enable volition. It suggests that programmes can support engagement with inquiry by scaffolding competence and collaboration, addressing authentic challenges and creating meaningful choice within structure.