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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