Professional learning activity in and of teacher teams: multilevel assessment of how transformational leadership, goal interdependence, and collective efficacy affect information sharing

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Empirical Research in Vocational Education and Training Pub Date : 2024-05-13 DOI:10.1186/s40461-024-00163-3
Arnoud Oude Groote Beverborg
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Abstract

Engaging in learning with colleagues is paramount for teachers to enhance students’ learning. To be effective and sustainable, it requires engagement both by individual teachers as well as whole teams. Surprisingly however, research examining learning activity as a characteristic of individuals in teams and a property of teams, as well as their antecedents on both levels, is still scarce. This study examined how perceptions of transformational leadership, as mediated by goal interdependence and collective-efficacy, facilitate teachers’ engagement in information sharing, and whether effects are similar for individuals and teams. Questionnaire data were analyzed using multilevel structural equation modelling. Results showed that individual engagement in information sharing and individuals’ perceptions of goal interdependence were directly impacted by transformational leadership practices. Information sharing of teams, and collective efficacy, were impacted by consistent perceptions of goal interdependence. Teachers shape their learning amongst themselves in teams, with individual support from their leader.

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教师团队的专业学习活动:对变革型领导、目标相互依存和集体效能如何影响信息共享的多层次评估
教师与同事一起参与学习,对提高学生的学习能力至关重要。要做到有效和可持续,就需要教师个人和整个团队的参与。然而,令人惊讶的是,将学习活动作为团队中个人的特征和团队的属性,以及其在这两个层面上的前因的研究仍然很少。本研究探讨了对变革型领导的看法如何通过目标相互依存性和集体效能感来促进教师参与信息共享,以及对个人和团队的影响是否相似。问卷数据采用多层次结构方程模型进行分析。结果表明,个人参与信息共享和个人对目标相互依存性的看法受到变革型领导实践的直接影响。团队的信息共享和集体效能则受到对目标相互依赖的一致看法的影响。教师在团队中相互学习,并得到领导者的个别支持。
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来源期刊
CiteScore
3.40
自引率
7.70%
发文量
9
审稿时长
13 weeks
期刊介绍: The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.
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