Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership
TATE Volume 26, Number 5 ISSN 0742-051X Publisher: Elsevier Ltd
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.
Runhaar, P., Sanders, K. & Yang, H. Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership. Teaching and Teacher Education: An International Journal of Research and Studies, 26(5), 1154-1161. Elsevier Ltd.
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The Effects of Response Modes and Cues on Language learning, Cognitive Load and Self-Efficacy Beliefs in Web-Based Learning
Ching-Huei Chen, National Changhua University of Education, Taiwan; Kun Huang, Mississippi State University, United States
Journal of Educational Multimedia and Hypermedia Vol. 23, No. 2 (April 2014) pp. 117–134
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