It is widely acknowledged that teachers’ (de)motivating style (what they say, do and how they act) affects students’ learning. Understanding what leads teachers to adopt a (de)motivating style is necessary to develop effective training programmes. The current study aimed to identify antecedents of teachers’ motivating (i.e. need-supportive) and demotivating (i.e. need-thwarting) styles by (a) examining the relationships between five types of pressures and these styles and (b) investigating the mediating role of motivation. A total of 509 generalist primary school teachers completed a questionnaire about their perceived styles, perceived pressures from above (i.e. time constraints, pressure to display authority), below (i.e. perceptions of students’ disengagement) and within (i.e. beliefs about the effectiveness of rewards, and the adherence to entity theory), and their autonomous and controlled motivations to teach physical education. Structural equation modelling showed that a need-supportive style was negatively predicted by students’ disengagement and teachers’ adherence to entity theory, and this relation was fully mediated by autonomous motivation. A need-thwarting style was positively predicted by pressure to display authority and beliefs about the effectiveness of rewards. Results showed that when pressures from below and from within are reduced, teachers adopt a more need-supportive style, because they are more likely to enjoy and value teaching. Conversely, when pressures from above and from within are prevalent, teachers are more likely to adopt a need-thwarting style. This study identified the pressures to be targeted when developing interventions which aim to modify teachers’ (de)motivating styles which in turn could impact students’ motivation and behaviours.

众所周知，教师的（去）激励风格（他们说什么，做什么以及他们如何行事）会影响学生的学习。要制定有效的培训计划，必须了解导致教师采用（去激励）风格的原因。当前的研究旨在通过（a）研究五种压力类型与这些压力之间的关系，以及（b）调查教师的调解作用来确定教师的调动（即需要支持）和调解（即需要挫败）风格的前因。动机。总共509名通才小学教师完成了关于他们的感知风格，来自上方的感知压力（即时间限制，展示权威的压力），位于下方（即对学生脱离接触的感知）和内部（即对奖励有效性的信念）的问卷调查，以及对实体理论的坚持），以及他们自主和受控的体育教学动机。结构方程模型表明，学生的脱离接触和教师对实体理论的坚持会负面地预测一种需要支持的方式，而这种关系是由自主动机完全介导的。压力表现出权威性和对奖励有效性的信念，从而积极地预测了需求挫败的风格。结果表明，当降低来自内部和外部的压力时，教师会采用更加需要支持的方式，因为他们更可能喜欢和珍惜教学。相反，当来自上层和内部的压力普遍存在时，教师更有可能采取需要挫折的风格。