An integrative framework to validate the Need-Supportive Teaching Style Scale (NSTSS) in secondary teachers through exploratory structural equation modeling

Grounded in self-determination theory and achievement goal theory, the objective of this study was to validate the Need-Supportive Teaching Style Scale (NSTSS) to evaluate teachers' perception of their interpersonal styles. Using an adaptation to teachers of the items of the Motivational Climate in Physical Education Scale (MCPES) validated in students, the NSTSS proposed a four-factor structure, made up of task climate support, ego climate support, autonomy support and relatedness support. With a sample of 584 secondary teachers, the results obtained from the confirmatory factor analysis (CFA) and from the exploratory structural equation modeling (ESEM) supported the four-factor structure for the NSTSS. The results also supported composite reliability, measurement invariance across gender and type of school (public or private), as well as nomological validity (in relation to measures of motivation to teach, engagement at work and burnout at work) of NSTSS ratings. The results are discussed by arguing the importance that creating a scale to evaluate teachers' perception of their need-supportive teaching styles using an integrative approach may have, discussing theoretical, methodological and practical contributions.