This document summarizes a study on factors that influence teachers' professional development at work. The study used questionnaires to examine how organizational and task factors relate to teachers' participation in learning activities and development of occupational expertise. Regression analysis found that reflection/feedback activities were predicted by work pressure, social support from colleagues, and value of tasks. Collaboration was predicted by work pressure, social support from colleagues/supervisor, and tasks beyond teaching. The study concludes schools must organize support for teacher learning.
Fostering Friendships - Enhancing Social Bonds in the Classroom
Presentation eapril 2010
1. Teachers’ professional development at work An organisational and task perspective Arnoud Evers Karel Kreijns Beatrice van der Heijden John Gerrichhauzen
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8. Theoretical framework Participation in learning activities at the workplace and predictors (Kwakman, 1999, 2003, strongly simplified) Organisational factors Organisational factors Occupational expertise Task factors Participation in professional learning activities Occupational expertise and predictors (Van der Heijden, 2003, strongly simplified )
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16. Output multiple regression analysis 1 Dependent variable: Reflection and feedback R square = 12% Standardised Beta Significance Organisational factors Learning climate 0,08 0,23 Member of team -0,01 0,93 Transformational leadership -0,07 0,38 Social support supervisor 0,13 0,10 Social support colleagues 0,16** 0,01 Task factors Work pressure 0,13* 0,03 Emotional demands 0,06 0,28 Autonomy 0,06 0,27 Learning value of function 0,13* 0,03 Tasks apart from teaching -0,01 0,21 * p < .05 ** p < 0,01
17. Output multiple regression analysis 2 Dependent variable: Collaboration (with colleagues) to improve school developme nt R square = 16% Standardised Beta Significance Organisational factors Learning climate 0,03 0,68 Member of team 0,07 0,16 Transformational leadership -0,03 0,69 Social support supervisor 0,21** 0,005 Social support colleagues 0,12* 0,04 Task factors Work pressure 0,13* 0,03 Emotional demands 0,03 0,53 Autonomy 0,03 0,63 Learning value of function 0,06 0,28 Tasks apart from teaching 0,24** 0,000 * p < .05 ** p < 0,01
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