Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership

Runhaar, Piety; Sanders, Karin; Yang, Huadong

doi:10.1016/j.tate.2010.02.011

Cited by 198 publications

(265 citation statements)

References 41 publications

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“…Research has proven the merit of charismatic leadership to improve the performance of individuals (Shea and Howell, 1999). Also, Runhaar, Sanders and Yang (2010) found that teachers are more likely to ask feedback when they perceive their leaders as charismatic. However, the processes (e.g.…”

Section: The Importance Of the School Leader In Teacher Performance Amentioning

confidence: 99%

Importance of system and leadership in performance appraisal

Tuytens

Devos

2012

Personnel Review

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characteristics of the teacher performance appraisal system and the school leader for procedural justice and perceived feedback utility by teachers. Methodology: Both interviews with school leaders and a questionnaire for teachers were used to collect our data in 32 schools. Path analyses (n=298) were used to test our research model. Findings: The results indicate that teacher participation in the teacher performance appraisal system significantly influences the perceived procedural justice by teachers which in its turn significantly influences the perceived feedback utility. The role of the school leaders is found to be extremely important. Charismatic leadership influences both directly and indirectly (through procedural justice) the perceived feedback utility by teachers. Originality: Our study contributes to the research field of (teacher) performance appraisal by studying empirically appraisal system characteristics and leadership characteristics that effect appraisal reactions. In this regard, this study responds to the need for more empirical research to uncover the social context of performance appraisal, especially in the field of education where there is a general skepticism towards teacher appraisal and its possible positive outcomes.System and leadership in performance appraisal 3

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Section: The Importance Of the School Leader In Teacher Performance Amentioning

confidence: 99%

Importance of system and leadership in performance appraisal

Tuytens

Devos

2012

Personnel Review

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“…As research has shown that active learning (observing, discussion, planning, feedback, reflection) affect teaching practice and student learning (Garet, Porter, Desimone, Birman, & Yoon, 2001;Supovitz, 2002;Runhaar, Sanders, & Yang, 2010), we selected two professional learning activities for this study that are considered crucial for promoting professional development and school improvement: self-reflection and asking for feedback (Smylie, 1995;Korthagen, 2001;Kwakman, 2003;Lohman & Woolf, 2001). Although both learning activities stimulate reflection, the sources for self-reflection and thereby the nature of these learning activities, differ.…”

Section: Teacher Learning: Engagement In Professional Learning Activimentioning

confidence: 99%

“…First, it strengthens teachers in pursuing interests and involvement in activities through setting themselves challenges (Bandura, 1997;Geijsel et al, 2009). Second, it takes away fear of failure and it strengthens persistence in pursuit of interests and goals (Runhaar et al, 2010).…”

Section: Teacher Learning and Self-efficacymentioning

confidence: 99%

“…In addition, teachers' self-efficacy beliefs have shown to mediate the effect of teacher interaction on professional learning and work engagement (Geijsel et al, 2009;Runhaar et al, 2010;Simbula et al, 2011;Thoonen et al, 2011;Staples & Webster, 2008). Collaboration and teacher interaction can thus offer teachers an "efficacy boost" (Hoy & Spero, 2005) and thereby facilitate their engagement in professional learning activities.…”

Section: Task Interdependencementioning

confidence: 99%

“…For teachers, perceiving goal interdependence means that their own benefits and costs depend upon not only their own goals but also those of other team members (Runhaar et al, 2010). Goal interdependence thus requires teachers to pursue a shared goal (van der Vegt & van de Vliert, 2002).…”

Section: Goal Interdependencementioning

confidence: 99%

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

Beverborg

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Do Opportunities for Formal Learning Stimulate Follow-Up Participation in Informal Learning? A Three-Wave Study

Bednall

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2016

Hum Resour Manage

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Informal learning is an important source of employee adaptability and expertise, yet it is unclear how it may be encouraged through human resource management (HRM) practices. In this study, we investigate how opportunities for formal learning may be used to stimulate short‐ and long‐term participation in informal learning. In addition, we examine whether HRM system strength intensifies the relationship between opportunities for formal learning and informal learning. Using a sample of 430 respondents in 52 teams within six Dutch vocational and educational training schools, we adopt a longitudinal design to examine two types of autonomous informal learning activities (reflection and keeping up to date), and three collaborative activities (asking for feedback, knowledge sharing and innovative behavior) over two years. Opportunity for formal learning was positively related to short‐ and long‐term participation in informal learning activities, with the exception of long‐term innovation. Moreover, HRM system strength intensified these relationships. Managerial implications of these findings for encouraging informal learning activities at work are discussed. © 2016 Wiley Periodicals, Inc.

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Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership

Cited by 198 publications

References 41 publications

Importance of system and leadership in performance appraisal

Importance of system and leadership in performance appraisal

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

Do Opportunities for Formal Learning Stimulate Follow-Up Participation in Informal Learning? A Three-Wave Study

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