What factors affect teachers in Taiwan in becoming more involved in professional development? A hierarchical linear analysis

研究成果: 雜誌貢獻期刊論文同行評審

5 引文 斯高帕斯(Scopus)

摘要

Effective professional development enhances teachers' instructional skills and in turn improves students' learning. This study adopts a multilevel perspective to investigate the interplay of self-directed learning (SDL), professional self-awareness, and the supportive organizational climate in terms of their effects on the professional development of high school teachers in Taiwan. The study confirms that individual SDL and a supportive organizational climate positively affect teachers' professional development. Specifically, professional self-awareness mediates the relationship between SDL and professional development at the individual level. The cross-level moderation of the supportive organizational climate is confirmed on the relationship between SDL and professional development. It is concluded that teachers with a greater degree of individual SDL and professional self-awareness, combined with a supportive organizational climate, will be more involved in professional development. Implications and suggestions for future research are also discussed.

原文???core.languages.en_GB???
頁(從 - 到)381-400
頁數20
期刊Human Resource Development Quarterly
25
發行號3
DOIs
出版狀態已出版 - 2014

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