Towards sustaining levels of reflective learning: how do transformational leadership, task interdependence, and self-efficacy shape teacher learning in schools?

Arnoud Oude Groote Beverborg, P.J.C. Sleegers, Maaike Dorine Endedijk, Klaas van Veen

Research output: Contribution to journalArticleAcademicpeer-review

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.
Original languageEnglish
Pages (from-to)187-219
Number of pages33
JournalSocieties
Volume5
Issue number1
DOIs
Publication statusPublished - 2015

Keywords

  • METIS-313756
  • IR-98608

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