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Societies 2015, 5(1), 187-219; doi:10.3390/soc5010187

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

1
Department of Educational Science, Faculty of Behavioural, Management and Social Sciences, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands
2
Department of Teacher Education, Faculty of Behavioural and Social Sciences, University of Groningen, Grote Kruisstraat 2/1, 9712 TS Groningen, The Netherlands
*
Author to whom correspondence should be addressed.
Academic Editors: Kenneth Leithwood and Jingping Sun
Received: 14 February 2015 / Revised: 6 March 2015 / Accepted: 10 March 2015 / Published: 19 March 2015
(This article belongs to the Special Issue How School Leadership Influences Student Learning)
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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. View Full-Text
Keywords: transformational leadership; task interdependence; self-efficacy; self-reflection; latent difference score model; vocational education and training transformational leadership; task interdependence; self-efficacy; self-reflection; latent difference score model; vocational education and training
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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MDPI and ACS Style

Oude Groote Beverborg, A.; Sleegers, P.J.C.; Endedijk, M.D.; van Veen, K. Towards Sustaining Levels of Reflective Learning: How Do Transformational Leadership, Task Interdependence, and Self-Efficacy Shape Teacher Learning in Schools? Societies 2015, 5, 187-219.

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