Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy,learning goal orientation,and transformational leadership |
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| Authors: | Piety Runhaar Karin Sanders Huadong Yang |
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| Institution: | University Twente, Department of Organisational Psychology and HRD, PO Box 217, 7500 AE, Enschede, The Netherlands |
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| Abstract: | The goal of the study was to investigate how teachers' reflection and feedback asking – two crucial components of professional development – 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. |
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| Keywords: | Feedback Learning goal orientation Occupational self-efficacy Professional development Reflection Transformational leadership |
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