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    Stimulating teachers' reflection and feedback asking: an interplay of self-efficacy,learning goal orientation, and transformational leadership

    Runhaar, P. and Sanders, K. and Yang, Huadong (2010) Stimulating teachers' reflection and feedback asking: an interplay of self-efficacy,learning goal orientation, and transformational leadership. Teaching and Teacher Education 26 (5), pp. 1154-1161. ISSN 0742-051X.

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    Abstract

    The goal of the study was to investigate how teachers' reflection and feedback asking e two crucial components of professional development e can be explained by occupational self-efficacy, learning goal orientation and transformational leadership. A survey study with data from 456 teachers from a Dutch College for Vocational Education and Training shows that occupational self-efficacy and learning goal orientation are positively related to reflection and feedback asking. Furthermore, learning goal orientation mediates the relationships between occupational self-efficacy and reflection and asking feedback. Finally, the positive relationship between transformational leadership and reflection and asking feedback appears to depend on learning goal orientation.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): Feedback, Learning goal orientation, Occupational self-efficacy, Professional development, Reflection, Transformational leadership
    School: School of Business, Economics & Informatics > Organizational Psychology
    Depositing User: Huadong Yang
    Date Deposited: 12 Mar 2013 09:31
    Last Modified: 12 Jun 2021 19:39
    URI: https://eprints.bbk.ac.uk/id/eprint/6222

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