“…To come to understand the mechanisms at work in fostering teacher professional learning for sustained improvement, scholars have called attention to the interplay between organizational and psychological factors in teacher learning (Richardson & Placier, 2001;Kwakman, 2003;Sleegers, 1999;Smylie, Lazarus, & Brownlee-Conyers, 1996;van Veen, Zwart, & Meirink, 2012). Studies into these antecedents and their consequences for professional learning have shown that the impact of leadership and workplace conditions on professional learning appears to be mediated by psychological factors, such as self-efficacy beliefs (Geijsel, Sleegers, Stoel, & Kruger, 2009;Kwakman, 2003;Smylie et al, 1996;Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011).…”