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Enhancing teachers' self-regulation of professional development: An application of appreciative inquiry and transformational leadership during performance conversations

Meulen, D. van der (2017) Enhancing teachers' self-regulation of professional development: An application of appreciative inquiry and transformational leadership during performance conversations.

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Abstract:PURPOSE: To improve teachers’ autonomous motivation and feelings of ownership towards professional development, an intervention was developed for school supervisors including guidelines about application of appreciative inquiry and two core dimensions of transformational leadership during performance conversations. RESEARCH DESIGN: Five team managers at Saxion University of Applied Sciences tried-out the intervention. Teachers were surveyed before and after a conversation series. Changes of supervisors’ interpersonal behaviour and effects of supervisors’ interpersonal behaviour on teachers’ views regarding professional development were examined. The intervention was evaluated by interviews with participating team managers. FINDINGS: Results suggest that intellectual stimulation is an effective way to improve teachers’ autonomous motivation. In addition, individual consideration seems to strengthen several ownership dimensions. Contrastingly, appreciation showed no significant effects on teachers’ self-regulation. The intervention only affected supervisors’ appreciative and individually considerate behaviour, but not intellectual stimulation. Sustainability of these behavioural changes regarding appreciation and individual consideration is considered high because of fit to supervisors’ personal norms and values, and several assumed advantages. CONCLUSIONS: School supervisors’ individually considerate and intellectually stimulative behaviour can enhance teachers’ self-regulated steering of professional development in distinct ways. Nevertheless, additional research is required to corroborate research claims and to explore school-wide implementation.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/72420
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