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The Impact of Personality, Goal Orientation and Self-Efficacy on Participation of High School Teachers in Learning Activities in the Workplace

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Abstract

This study examines the influence of personality traits, goal orientation and self-efficacy on high school teachers’ participation in learning activities in the workplace (i.e. experimentation, informal interaction with colleagues, self-regulation and avoidance behaviour). A convenience sample of 95 teachers from six high schools in Flanders (Belgium) participated in this exploratory study. They completed a questionnaire consisting of different instruments to map their personality (NEO-FFI), goal orientation (adaptation of Achievement Goal Questionnaire), self-efficacy (Teachers’ Sense of Efficacy Scale) and participation in learning activities (adaptations from different scales). Results of multivariate regression analyses indicate that conscientiousness, extraversion and openness have a positive effect on teachers’ participation in learning activities in the workplace. However, learning orientation and self-efficacy are found to be better predictors for participation in experimentation, informal interaction and selfregulation. Analysis using structural equation modeling reveals an indirect relationship between extraversion and self-regulation, mediated by self-efficacy. Learning orientation mediates the impact of conscientiousness on informal interaction. As teachers’ goal orientation and self-efficacy can be influenced, school policy makers should reflect upon ways on how teachers’ goal orientation and self-efficacy can further be enhanced.

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Notes

  1. The results of these analyses are available upon request from the first author.

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Authors and Affiliations

  1. Institute for Education and Information Sciences, University of Antwerp, Venusstraat 35, 2000, Antwerp, Belgium

    Tine van Daal, Vincent Donche & Sven De Maeyer

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  1. Tine van Daal
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  2. Vincent Donche
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  3. Sven De Maeyer
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Correspondence to Tine van Daal.

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van Daal, T., Donche, V. & De Maeyer, S. The Impact of Personality, Goal Orientation and Self-Efficacy on Participation of High School Teachers in Learning Activities in the Workplace. Vocations and Learning 7, 21–40 (2014). https://doi.org/10.1007/s12186-013-9105-5

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  • DOI: https://doi.org/10.1007/s12186-013-9105-5

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