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ERIC Number: EJ882296
Record Type: Journal
Publication Date: 2010-Jul
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0742-051X
Stimulating Teachers' Reflection and Feedback Asking: An interplay of Self-Efficacy, Learning Goal Orientation, and Transformational Leadership
Runhaar, Piety; Sanders, Karin; Yang, Huadong
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n5 p1154-1161 Jul 2010
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.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands