Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership

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Innovative behaviour: how much transformational leadership do you need? (2018, unknown): “Greater levels of knowledge sharing likely provides better alignment with situational requirements and allows individuals to challenge the status quo (Lakshman, 2005; Liao et al., 2007; Runhaar, Sanders and Yang, 2010; Smith et al., 2005).”
Profiling Teachers' Continuing Professional Development and the Relation with Their Beliefs about Learning and Teaching. (2013, background): “The explanation for this finding might involve the nature of reflection, which is likely to force the person to engage in an uncomfortable consideration of her or his shortcomings and anomalies (Korthagen, 2012), possibly making teachers hesitant to engage in reflective activities (Runhaar et al., 2”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “Runhaar, Sanders, and Yang (2010) reiterate teachers who perceive their principal as a transformational leader are more likely to ask each other for feedback.”
Professional development and job-embedded collaboration: how teachers learn to exercise leadership (2012, background): “Research shows that both individual and group learning experiences support teachers’ development toward leadership (Blackman 2010), but individualized learning experiences are most influential (Runhaar et al. 2010).”