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Bellemans, Lore; Devos, Geert – Educational Management Administration & Leadership, 2023
Self-efficacy is a perceived judgment that one has the ability to execute a course of action that brings about a desired result. While a growing body of research demonstrates the importance of self-efficacy by school leaders, little is known about the different sources of principals' self-efficacy. This qualitative study investigates the relevance…
Descriptors: Self Efficacy, Foreign Countries, Principals, Elementary Education
Heirweg, Sofie; De Smul, Mona; Merchie, Emmelien; Devos, Geert; Van Keer, Hilde – School Effectiveness and School Improvement, 2021
Notwithstanding the importance of self-regulated learning (SRL), several studies have shown that schools and teachers struggle to promote SRL. Also, many students encounter difficulties with effectively regulating their learning. Therefore, the present study explores potential hampering and supporting factors for SRL implementation by…
Descriptors: Correlation, Elementary School Students, Metacognition, Self Efficacy
Heirweg, Sofie; De Smul, Mona; Merchie, Emmelien; Devos, Geert; Van Keer, Hilde – Research Papers in Education, 2022
Notwithstanding the value of self-regulation, different studies evidence that self-regulated learning (SRL) is still insufficiently ingrained in schools and that teachers only rarely promote it among their students. Therefore, the current study reports on a one-year school-wide professional development programme (PDP). A quasi-experimental…
Descriptors: Elementary School Teachers, Grade 5, Grade 6, Elementary School Students
Thomas, Laura; Tuytens, Melissa; Devos, Geert; Kelchtermans, Geert; Vanderlinde, Ruben – Educational Management Administration & Leadership, 2020
Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers' intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e.…
Descriptors: Transformational Leadership, Teacher Attitudes, Job Satisfaction, Beginning Teachers
De Neve, Debbie; Devos, Geert – European Journal of Teacher Education, 2017
The high turnover rates of beginning teachers are an issue of continuing concern in education. However, little is known about the motivational process that encourages beginning teachers to stay in the teaching profession. This study investigated how working conditions (job insecurity, teacher autonomy, collective responsibility, reflective…
Descriptors: Teaching Conditions, Labor Turnover, Beginning Teachers, Teacher Persistence
Thomas, Laura; Tuytens, Melissa; Moolenaar, Nienke; Devos, Geert; Kelchtermans, Geert; Vanderlinde, Ruben – Teachers and Teaching: Theory and Practice, 2019
In research on teacher induction, scholars have pointed at the pivotal role of collegial support to overcome the challenges inherent to the first years of teaching. In this quantitative study, we extend current work by using a social network perspective to examine characteristics (i.e. network size, frequency and perceived usefulness) of…
Descriptors: Beginning Teachers, Elementary School Teachers, Foreign Countries, Beginning Teacher Induction
De Smul, Mona; Heirweg, Sofie; Devos, Geert; Van Keer, Hilde – Research Papers in Education, 2019
Teaching students how to regulate their own learning has become a popular innovative practice in primary education. However, not much is known about how teacher as well as school characteristics enhance students' self-regulated learning (SRL). This study explores whether schools differ in the way they implement SRL and what factors at the school…
Descriptors: Foreign Countries, Independent Study, Learning Strategies, Elementary School Students
Vanblaere, Bénédicte; Devos, Geert – School Effectiveness and School Improvement, 2016
The continuous professional development of teachers is crucial in our current knowledge-based society, yet empirical research on experienced teachers' learning outcomes is scarce. In this study, we examine perceived changes in classroom practices and in competence as outcomes. By making these outcomes measurable, we can relate them to several…
Descriptors: Experienced Teachers, Correlation, Community Characteristics, Outcomes of Education