Stimulating Teachers' Reflection and Feedback Asking: An Interplay of Self-Efficacy, Learning Goal Orientation, and Transformational Leadership

This article was published in Teaching and Teacher Education, Vol 26, Issue 5, Author(s): Piety Runhaar, Karin Sanders and Huadong Yang, “Stimulating Teachers' Reflection and Feedback Asking: An Interplay of Self-Efficacy, Learning Goal Orientation, and Transformational Leadership”, Pages 1154-1161, Copyright Elsevier (July 2010).

The purpose of the study was to investigate how teachers' reflection and feedback asking-two crucial components of professional development-  can be explained by occupational self-efficacy, learning goal orientation and transformational leadership.

Data were collected from a survey completed by 456 teachers from a Dutch College for Vocational Education and Training.

The findings show that occupational self-efficacy and learning goal orientation are positively related to reflection and feedback asking. Furthermore, learning goal orientation mediates the relationships between occupational self-efficacy and reflection and asking feedback.

Finally, the positive relationship between transformational leadership and reflection and asking feedback appears to depend on learning goal orientation.