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

  • Arnoud Oude Groote Beverborg
  • Peter J. C. Sleegers
  • Maaike D. Endedijk
  • Klaas van Veen
Chapter
First Online:
Part of the Studies in Educational Leadership book series (SIEL, volume 23)

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.

Keywords

Transformational Leadership Teacher Learning Measurement Occasion Intellectual Stimulation Task Interdependence 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Notes

Acknowledgments

The authors would like to thank Barbara Müller for her invaluable advice in the preparation of the manuscript. This work was supported by the NWO Programming Council for Educational Research (PROO) [grant number 411-07-302].

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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Arnoud Oude Groote Beverborg
    • 1
  • Peter J. C. Sleegers
    • 2
  • Maaike D. Endedijk
    • 3
  • Klaas van Veen
    • 4
  1. 1.Johannes Gutenberg UniversityMainzGermany
  2. 2.BMC ConsultancyAmersfoortThe Netherlands
  3. 3.Department of Educational Science, Faculty of Behavioural, Management and Social SciencesUniversity of TwenteEnschedeThe Netherlands
  4. 4.Department of Teacher Education, Faculty of Behavioural and Social SciencesUniversity of GroningenGroningenThe Netherlands

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