Promoting teacher's professional development

Öğretmenler ve Okul Müdürleri Perspektifinden Okul Hesap Verebilirliği Politikaları

“…Mesleki gelişim mekanizmasına verilen bu destek literatürde ampirik olarak da gösterilmiştir. Tü-rkiye'de öğretmenler mesleki gelişimi yeniliklere ayak uydurma, kendini güncel tutma, değişimlere ayak uydurma, kendini yenilemek, kendini geliştirme, alana ilişkin bilgi ve beceriyi artırma, akademik başarıyı artırma ve okulu geliştirme olarak algılamakta ve bir gereklilik olarak görmektedir (Altun & Vural, 2012;Ceylan & Özdemir, 2016;Gökmenoğlu ve diğerleri, 2015;Boydak-Özan ve diğerleri, 2014;Kayabaş, 2008;Tü-rkyılmaz & Kuş, 2010;Uştu, Mentiş & Sever, 2016;Gültekin & Çubukçu, 2008;Runhaar, 2008). Diğer taraftan, öğretmenlerin mesleki gelişimlerinin sağlanması politikasına verilen desteğin görev değişkenine göre farklılaşmadığı yönündeki hipotez kabul edilmemiştir.…”

Competence and Professional Expertise

“…In the last two decades, a shift has taken place from 'transactional' leadership, wherein the exchange relationship between leaders and teachers is important (effort and productivity in exchange for rewards), to 'transformational leadership', which is characterised by leaders having the ability to give a clear vision for the future, to inspire employees, to stimulate employees to develop their talents in the best possible way, and to give their work a deeper meaning (De Hoogh et al 2004). Also from empirical work transformational leadership appeared to be an important predictor for professional development of teachers (Geijsel et al 2009;Runhaar, 2008).…”

Fostering sustained teacher learning: co-creating purposeful and empowering workplaces

“…Teachers with higher efficacy beliefs will persist in the face of difficulties, feel empowered, are less constraint by doubt, and will thus arrive quicker at a satisfying solution (e.g., Bandura, 1993;Caprara, Fida, Vecchione, Del Bove, Vecchio, Barbaranelli, & Bandura, 2008;Goddard, Hoy, & Woolfolk Hoy, 2004). When they belief to be efficacious, teachers can more easily summon the will to continuously evaluate their practices, learn, and adapt (Geijsel et al, 2009;Meirink, 2007;Runhaar, 2008;Thoonen et al, 2011;Yost, 2006). Introduction problems (Bandura, 1997).…”

“…These studies point towards such organizational conditions as transformational leadership and perceptions of interdependence, as well as psychological factors such as self-efficacy beliefs, in enhancing individual and social teacher learning. Moreover, these variables interact to create a supportive environment for learning: the impact of transformational leadership practices on teacher learning activities seems to be mediated by both perceptions of the workplace and psychological factors (Geijsel, et al, 2009;Kwakman, 2003;Leithwood, Jantzi, & Mascall, 2002;Runhaar, 2008;Smylie et al, 1996;Stoll et al, 2006;Thoonen et al, 2011).…”

“…The third professional learning activity is self-reflection (Runhaar, 2008;van Woerkom, 2003). This refers to a person recreating the experience of acting in a given situation.…”