Stimulating Teachers' Reflection and Feedback Asking: An interplay of Self-Efficacy, Learning Goal Orientation, and Transformational Leadership

Autor/inn/en	Runhaar, Piety; Sanders, Karin; Yang, Huadong
Titel	Stimulating Teachers' Reflection and Feedback Asking: An interplay of Self-Efficacy, Learning Goal Orientation, and Transformational Leadership
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 5, S.1154-1161 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.02.011
Schlagwörter	Feedback (Response); Self Efficacy; Goal Orientation; Transformational Leadership; Vocational Education; Reflection; Professional Development; Teacher Surveys; Foreign Countries; Teacher Attitudes; Correlation; Vocational Education Teachers; Netherlands + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Ausbildung; Berufsbildung; Ausland; Lehrerverhalten; Korrelation; Ausbilder; Niederlande
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. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10