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Teacher professional development: The impact of career identity, self-constructual and school climate

Soer, Emmy (2009) Teacher professional development: The impact of career identity, self-constructual and school climate.

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Abstract:The goal of this study is to examine the relation between career identity and teacher professional development, and to investigate how individual teacher’s self-construal and school climate have an influence on this relation. In total, 72 teachers from 10 primary and secondary schools participated in this study. They completed the questionnaire about their career identity, self-construal and school climate. Ten team leaders filled in the questionnaire to assess two types of teacher professional development. Results of the regression analyses show that there is a relation between work centrality and task-related professional development and a relation between desire of upward mobility and process-related professional development. Moreover, the interaction effect shows that the individual self does not impact the relation between work centrality (career identity) and task-related professional development. However, the collective self reinforces the impact of desire of upward mobility (career identity) on process-related professional development. Results also show that school climate has little to do with the relation between career identity and teacher professional development
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:05 communication studies
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/60574
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