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Table 3 Qualitative coding scheme of factors impacting faculty motivation to teach and the mapping to OIT level and SDT needs of autonomy, relatedness, and competence

From: To teach or not to teach? Assessing medical school faculty motivation to teach in the era of curriculum reform

Theme Codes (M = Motivating, D = Demotivating) OIT Level SDT Basic Need
Resources Clinical and Administrative Responsibility (M) External Autonomy
Admin support (M) External Relatedness
Collegial Support (M) Introjected Relatedness
Fiscal Responsibility (M) Identified Autonomy
Expectations for Revenue (D); Lack of Protected Time (D) External Autonomy
Scheduling (D) External Relatedness
Recognition and Rewards Personal Compensation (M) External Relatedness
Recognition of Value to Institution (M); Student Recognition (M) Introjected Relatedness
Personal Development (M) Identified Competence
Lack of Compensation (D) External Relatedness
Lack of Recognition (D); Lack of Institutional Value (D) Introjected Relatedness
Student Factors Student Engagement (M); Lack of Student Effort (D); Lack of Student Respect (D) External Relatedness
Self-Efficacy Expertise Validation -Individual (M) Introjected Relatedness
Content Expertise (M) Introjected Autonomy/ Competence
Lack of Perceived Expertise (D) Introjected Competence
Curriculum Curriculum Awareness (M) Introjected Autonomy
Content Interest (M) Introjected Autonomy/ Competence
Instructional/ Content Autonomy (M); Instructional Methodology Autonomy (M) Identified Autonomy
Curriculum Philosophy (D); Teaching Style Autonomy (D); Content Autonomy (D) Introjected Autonomy
Contribution Sense of Duty (M) Introjected Relatedness
Sense of Impact (M); Share Expertise (M) Identified Relatedness
Enjoyment Sense of Fulfillment (M); Peer Collaboration (M);Love of Teaching (M) Intrinsic Relatedness