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Towards Sustaining Levels of Reflective Learning: How Do Transformational Leadership, Task Interdependence, and Self-Efficacy Shape Teacher Learning in Schools?

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  • Arnoud Oude Groote Beverborg

    (Department of Educational Science, Faculty of Behavioural, Management and Social Sciences, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands)

  • Peter J. C. Sleegers

    (Department of Educational Science, Faculty of Behavioural, Management and Social Sciences, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands)

  • Maaike D. Endedijk

    (Department of Educational Science, Faculty of Behavioural, Management and Social Sciences, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands)

  • Klaas Van Veen

    (Department of Teacher Education, Faculty of Behavioural and Social Sciences, University of Groningen, Grote Kruisstraat 2/1, 9712 TS Groningen, The Netherlands)

Abstract

Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal study therefore examines how transformational leadership, task interdependence, self-efficacy, and teachers’ engagement in self-reflection mutually affect each other over time. Questionnaire data gathered on three measurement occasions from 655 Dutch Vocational Education and Training teachers was analyzed using a multivariate Latent Difference Score model. Results indicate that self-reflection and task interdependence reciprocally influence each other’s change. A considerate and stimulating transformational leader was found to contribute to this process. Change in self-efficacy was influenced by self-reflection, indicating that learning leads to competency beliefs. Together, the findings point to the important role transformational leadership practices play in facilitating teamwork, and sustaining teachers’ levels of learning in schools.

Suggested Citation

  • Arnoud Oude Groote Beverborg & Peter J. C. Sleegers & Maaike D. Endedijk & Klaas Van Veen, 2015. "Towards Sustaining Levels of Reflective Learning: How Do Transformational Leadership, Task Interdependence, and Self-Efficacy Shape Teacher Learning in Schools?," Societies, MDPI, vol. 5(1), pages 1-33, March.
  • Handle: RePEc:gam:jsoctx:v:5:y:2015:i:1:p:187-219:d:47070
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    References listed on IDEAS

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    3. Huy P. Phan, 2012. "The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(3), pages 196-209, April.
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    2. Ahsan Ali & Hongwei Wang & Ali Nawaz Khan & Abdul Hameed Pitafi & Muhammad Waqas Amin, 2019. "Exploring the knowledge-focused role of interdependent members on team creative performance," Asian Business & Management, Palgrave Macmillan, vol. 18(2), pages 98-121, April.
    3. Pitafi, Abdul Hameed & Kanwal, Shamsa & Ali, Ahsan & Khan, Ali Nawaz & Waqas Ameen, Muhammad, 2018. "Moderating roles of IT competency and work cooperation on employee work performance in an ESM environment," Technology in Society, Elsevier, vol. 55(C), pages 199-208.

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