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

Teaching and Teacher Education

Volumn 26, Issue 5, 2010, Pages 1154-1161

  Runhaar, Piety ^a   Sanders, Karin ^a   Yang, Huadong ^a  

^a UNIVERSITY OF TWENTE   (Netherlands)

Author keywords

Feedback; Learning goal orientation; Occupational self efficacy; Professional development; Reflection; Transformational leadership

Indexed keywords

EID: 77952545194     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2010.02.011     Document Type: Article

References (66)

1. Aiken L.S., West S.G. Multiple regressions: Testing and interpreting interactions 1991, Sage Publications, Newbury Park, CA.
2. Argyris C. On organizational learning 1993, Blachwell, Oxford.
3. Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychological Review 1977, 84:191-215.
4. Bandura A. Perceived self-efficacy in cognitive development and functioning. Educational Psychologist 1993, 28:117-148.
5. Bandura A. Exercises of personal and collective efficacy in changing societies. Self-Efficacy in changing societies 1995, 1-45. Cambridge University Press, Cambridge. A. Bandura (Ed.).
6. Baron R.M., Kenny D.A. The moderator-mediator variable distinction in social psychological research: conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology 1986, 51:1173-1182.
7. Bass B.M. Leadership and performance beyond expectations 1985, The Free Press, New York.
8. Berman P., McLaughlin M., Bass G., Pauly E., Zellman G. Federal programs supporting educational change. Factors affecting implementation and continuation (Report No. R-1589/7-HEW) 1977, Vol. VII. The Rand Corporation, Santa Monica, CA.
9. Bettencourt L.A. Change-oriented organizational citizenship behaviors: the direct and moderating influence of goal orientation. Journal of Retailing 2004, 80:165-180.
10. Bickel R. Multilevel analysis for applied research. It's just regression! 2007, The Guilford Press, New York, London.
11. Bowen D.E., Ostroff C. Understanding HRM-firm performance linkages: the role of 'Strength' of the HRM system. Academy of Management Review 2004, 29:203-221.
12. Boxall P., Purcell J. Strategy and human resource management 2003, Palgrave MacMillan, Bas-ingstoke.
13. Burns J.M. Leadership 1978, Harper & Row Publishers, New York.
14. Button S.B., Mathieu J.E., Zajac D.M. Goal orientation in organizational research: a conceptual and empirical foundation. Organizational Behavior and Human Decision Processes 1996, 67:26-48.
15. Chan D.W. General, collective and domain specific teacher self efficacy among Chinese prospective and in-service teachers in Hong Kong. Teaching and Teacher Education 2008, 24:1057-1069.
16. Chen G., Gully S.M., Eden D. Validation of a new generalized self-efficacy scale. Organizational Research Methods 2001, 4:62-83.
17. Coburn C.E. Beyond decoupling: rethinking the relationship between the institutional environment and the classroom. Sociology of Education 2004, 77:211-244.
18. Cochran-Smith M., Lytle S.L. Relationships of knowledge and practice: teacher learning in communities. Review of Research in Education 1999, 24:249-305.
19. st-century teacher education. Journal of Teacher Education 2006, 57:300-314.
20. Darling-Hammond L., Bransford J. Preparing teachers for a changing world. What teachers should learn and be able to do 2005, Jossey-Bass, San Francisco.
21. Deci E.L., Ryan R.M. Intrinsic motivation and self-determination in human behavior 1985, Plenum Press, New York.
22. Dutch Ministry of Education, Culture and Science Working in education 2005, Dutch Ministry of Education, Culture and Science, The Hague.
23. Dweck C.S. Self-theories: Their role in motivation, personality and development 2000, Psychology Press, Philadelphia, PA.
24. Dweck C.S., Legett E.L. A social cognitive approach tot motivation and personality. Psychological Review 1988, 95:256-273.
25. Elliot A.J. Integrating the "classic" and "contemporary" approaches to achievement motivation: a hierarchical model of approach and avoidance achievement motivation. Advances in Motivation and Achievement 1997, 10:143-179.
26. Fiske S.T., Taylor S. Social cognition 1991, McGraw-Hill, New York. 2nd ed.
27. Friedman V.J. Making schools safe for uncertainty: teams, teaching, and school reform. Teachers College Record 1997, 99:335-370.
28. Garmston R., Linder C., Whitaker J. Reflections on cognitive coaching. Educational Leadership 1993, 51:57-61.
29. Geijsel F., Sleegers P., Leithwood K., Jantzi D. Transformational leadership effects on teacher commitment and effort toward school reform. Journal of Educational Administration 2003, 41:228-256.
30. Geijsel F.P., Sleegers P.J.C., Stoel R.D., Kruger M.L. The effect of teacher psychological and school organizational and leadership factors on teachers' professional learning in Dutch schools. Elementary School Journal 2009, 109:406-427.
31. Gist M.E., Mitchell T.R. Self-efficacy: a theoretical analysis of its determinants and malleability. Academy of Management Review 1992, 17:183-211.
32. Gong Y., Fan J. Longitudinal examination of the role of goal orientation in cross-cultural Adjustment. Journal of Applied Psychology 2006, 91:176-184.
33. Guskey T.R. Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education 1988, 4:63-69.
34. Harackiewicz J.M., Barron K.E., Pintrich P.R., Elliot A.J., Trash T.M. Revision of achievement goal theory: necessary and illuminating. Journal of Educational Psychology 2002, 94:636-644.
35. de Hoogh A.H.B., den Hartog D.N., Koopman P.L. Development of the CLIO, an instrument to measure leadership in organisations. Organizational behavior 2004, 17:354-382.
36. Kohler F.W., Ezell H.K. Promoting changes in teachers' conducts of student pair activities: an examination of reciprocal peer coaching. Journal of Special Education 1999, 33:154-166.
37. Kreber C., Casleden H. Reflection on teaching and epistemological structure: reflective and critically reflective processes in 'pure/soft' and 'pure/hard' fields. Higher Education 2009, 57:509-531.
38. Kwakman K. Factor's affecting teachers' participation in professional learning activities. Teaching and Teacher Education 2003, 19:149-170.
39. Lam Y.L.J. Defining the effects of transformational leadership on organisational learning: a cross-cultural comparison. School Leadership & Management 2002, 22:439-452.
40. Meirink J.A., Meijer P.C., Verloop N., Bergen T.C.M. Understanding teacher learning in secondary education: the relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education 2009, 25:89-100.
41. Nguni S., Sleegers P., Denissen E. Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: the Tanzanian Case. School Effectiveness and School Improvement 2006, 17:145-177.
42. Noe R.A., Wilk S.L. Investigation of the factors that influence employees' participation in development activities. Journal of Applied Psychology 1993, 78:291-302.
43. OECD Creating effective teaching and learning environments: First results from TALIS 2009, Organisation for Economicco-operation and Development, Paris.
44. Parsons M., Stephenson M. Developing reflective practice in student teachers: collaboration and critical partnerships. Teachers and Teaching: Theory and Practice 2005, 11:95-116.
45. Phillips J.M., Gully S.M. Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process. Journal of Applied Psychology 1997, 82:792-802.
46. Pounder D.G. Teacher teams: promoting teacher involvement and leadership in secondary schools. The High School Journal 1996, 80:115-123.
47. Putnam R.T., Borko H. What do new views of knowledge and thinking have to say about research on teacher learning. Educational Researcher 2000, 29:4-15.
48. Rosenholtz S.J. Effective schools: interpreting the evidence. American Journal of Education 1985, 93:352-388.
49. Ross J.A., Grey P. Transformational leadership and teacher commitment to organizational values: the mediating effects of collective teacher efficacy. School Effectiveness and School Improvement 2006, 17:179-199.
50. Sanders K., Dorenbosch L., de Reuver R. The impact of individual and shared employee perceptions of HRM on affective commitment: considering the climate strength. Personnel Review 2008, 37:412-425.
51. Scheerens J., Bosker R. The foundations of educational effectiveness 1997, Pergamon, Oxford.
52. Schön D.A. The reflective practitioner: How professionals think in action 1983, Basic Books, New York.
53. Schyns B., Von Collani G. A new self-efficacy scale and its relation to personality constructs and organizational variables. European Journal of Work and Organizational Psychology 2002, 11:219-241.
54. Sleegers P., Bolhuis S., Geijsel F. School improvement within a knowledge economy: fostering professional learning from a multidimensional perspective. International handbook of educational policy 2005, 527-543. Springer, Dordrecht. N. Bascia, A. Cumming, A. Datnow, K. Leithwood, D. Livingstone (Eds.).
55. Smylie M.A., Hart A.W. School leadership for teacher learning and change: a human and social capital development perspective. Handbook of research on educational administration 1999, 297-322. Jossey-Bass, San Francisco. 2nd ed. J. Murphy, K.S. Louis (Eds.).
56. Smylie M.A., Lazarus V., Brownlee-Conyers J. Instructional outcomes of school-based participative decision making. Educational Evaluation and Policy Analysis 1996, 18:181-198.
57. Stein M.K., Wang M.C. Teacher development and school improvement: the process of teacher change. Teaching and Teacher Education 1988, 4:171-187.
58. Tierney P., Farmer S.M., Grean G.B. An examination of leadership and employee creativity: the relevance of traits and relationships. Personnel Psychology 1999, 52:591-620.
59. Tschannen-Moran M., Woolfolk Hoy A. Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education 2001, 17:783-805.
60. Tuckey M., Brewer N., Williamson P. The influence of motives and goal orientation on feedback seeking. Journal of Occupational and Organizational Psychology 2002, 75:195-216.
61. VandeWalle D. Development and validation of a work domain goal orientation instrument. Educational & Psychological Measurement 1997, 57:995-1015.
62. VandeWalle D. Why wanting to look successful doesn't always lead to success. Organizational Dynamics 2001, 30:162-171.
63. van der Vegt G., Emans B., van de Vliert E. Motivating effects of task and outcome interdependence in work teams. Group and Organization Management 1998, 23:124-143.
64. Watt M., Lawson M. Using a meta-analysis activity to make critical reflection explicit in teacher education. Teaching and Teacher Education 2009, 25:609-616.
65. van Woerkom M. Critical reflections at work. Bridging Individual and Organizational Learning 2003, (Dissertation. Enschede: Printpartners Ipskamp).
66. van Woerkom M. The concept of critical reflection and its implications for human resource development. Advances in Developing Human Resources 2004, 6:178-193.