Self-determination theory (SDT) is one of the most extensively applied frameworks to understand relations involving autonomous and controlled motivations in educational settings. However, a cumulative assessment of SDT's predictive validity for important teacher outcomes has never been conducted. Our study presents an analysis of the antecedents and consequences of autonomous and controlled teacher motivation by drawing on an overall database of 1117 correlation coefficients across 102 independent samples. Regarding antecedents, psychometric meta-analysis results indicate that workplace context and individual difference variables were generally positively and negatively associated with autonomous and controlled teacher motivation, respectively. Similar results were observed for relations involving basic need satisfaction and both forms of teacher motivation. Regarding outcomes, results indicate that autonomous teacher motivation is positively associated with teacher well-being, job satisfaction, and autonomy-supportive in-role functioning and negatively associated with teacher distress and burnout. In contrast, results for controlled teacher motivation were generally in the opposite direction. Exploratory moderator analyses showed that results were generally not moderated by educational setting or the type of teaching occupation, but some associations were moderated by teacher age and career tenure. Meta-analytic path analyses further showed that teachers' psychological need satisfaction was associated with teacher well-being, distress, and autonomy-supportive teaching indirectly through autonomous motivation. Substantially attenuated indirect effects were observed when controlled teacher motivation was the intervening variable. Overall, our results add credence to the claim that SDT may offer a fruitful perspective for predicting teacher- and student-related outcomes. Limitations, implications, and recommendations for future research are discussed.

自决理论（SDT）是应用最广泛的框架之一，用于理解涉及教育环境中自主和受控动机的关系。但是，从未对SDT对于重要教师成果的预测有效性进行累积评估。我们的研究通过利用102个独立样本中的1117个相关系数的整体数据库，来分析自主和受控制的教师动机的前因和后果。关于前因，心理计量学荟萃分析结果表明，工作场所背景和个体差异变量通常分别与自主和控制的教师动机正相关和负相关。对于涉及基本需求满足和两种形式的教师动机的关系，也观察到类似的结果。关于结果，结果表明，自主的教师动机与教师的幸福感，工作满意度和自主支持角色的作用呈正相关，与教师的苦恼和倦怠呈负相关。相反，控制教师动机的结果通常是相反的。探索性主持人分析显示，结果通常不受教育背景或教学职业类型的控制，但某些协会受教师年龄和职业任期的控制。荟萃分析路径分析进一步表明，教师的心理需求满意度与教师的幸福感，苦恼，通过自主动机间接支持自主教学。当控制教师的动机是干预变量时，可以观察到间接作用明显减弱。总体而言，我们的结果进一步证明了SDT可以为预测与教师和学生相关的结果提供有益的观点的说法。讨论了局限性，影响和对未来研究的建议。