The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools

By F. Geijsel, Peter J. C. Sleegers, R. Stoel, M. Krüger. The Elementary school journal, 2009

428 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d1d394469c8e70b34c838ecb8fbdc44efc330774

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Can teachers motivate students to learn? (2011, background): “Research has indeed shown that teacher efficacy positively influences teachers’ practices (Smylie 1988; Wheatley 2002; Geijsel et al. 2009).”
Teachers'motivation to participate in training and to implement innovations (2014, background): “In addition, Gorozidis (2009) surveyed a sample of Greek teachers and noticed that their intrinsic motivation in work was positively connected to job satisfaction, mastery orientation, and self-efficacy to implement the newly introduced curriculum.”
Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level (2021, methodology): “Many studies have indicated that teachers’ personal and psychological factors and their perceptions of workplace conditions in schools can potentially affect their motivation to participate in professional learning activities (Geijsel et al. 2009; Thoonen et al. 2011).”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “Principals who are transformational leaders can create a climate that emphasises goal clarity and change and alleviate their teachers to achieve their objectives (Geijsel et al. 2009; Leithwood, Harris, and Hopkins 2019; Ross and Gray 2006).”
Transformational leadership, leader–member exchange and school learning climate: Impact on teachers’ innovative behaviour in the Netherlands (2020, methodology): “By showing – as part of leadership behaviour – individual consideration, teachers feel on the one hand recognized and better understood with regard to their personal needs, and on the other hand empowered to pursue the organizational goals and complete their task and efforts successfully (Geijsel et”
Relating school leadership to perceived professional learning community characteristics: a multilevel analysis (2016, background): “Furthermore, Geijsel et al. (2009) found evidence in primary schools of a significant relationship between how much intellectual stimulation school leaders provide and teachers’ perceived professional collaboration, which includes elements related to reflective dialogue and deprivatized practice.”
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, methodology): “Relevant research has clarified that one of the main goals of instructional leaders is to establish a healthy school climate that enhances and sustains varied opportunities for TPL (Geijsel et al., 2009; Thoonen et al., 2012).”
How to Improve Teaching Practices (2011, background): “Research has shown that teacher efficacy positively influences teachers’ engagement in professional learning activities and subsequently enhances the quality of the instruction (Geijsel et al., 2009; Goddard, Hoy, & Hoy, 2000; Smylie, 1988; TschannenMoran & Woolfolk Hoy, 2001; Wheatley, 2002).”
Stimulating Informal Learning Activities Through Perceptions of Performance Appraisal Quality and Human Resource Management System Strength: A Two-Wave Study (2014, background): “Employees choosing to participate in informal learning activities tend to have high confidence in their ability to perform their jobs successfully (Smylie, 1988); a learning goal orientation (Runhaar, Sanders, & Yang, 2010); personal goals aligned with their employer’s goals and values (Geijsel et a”
Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model (2018, background): “As suggested above, this conceptual model draws direct support comes from empirical research conducted on leadership and teacher learning conducted in Western societies as well as mainland China.”