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Abstract

Purpose The development of life-long learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools worldwide. The workplace is also increasingly regarded as the place to develop these competencies. The main purpose of this article is to investigate organisational (cultural and relational) and task factors which potentially enhance Teachers’ Professional Development (TPD) at Work. Methodology A model incorporating the relationships between organisational and task factors as predictor variables, and TPD at Work as the dependent, is presented and tested empirically by a quantitative (survey research) method. Findings The study results indicated that learning climate, social support from one’s immediate supervisor, social support from close colleagues, and learning value of the function can act as important job resources for TPD at Work. Work pressure and emotional demands, on the other hand, appeared to act as job demands for TPD at Work, but also have the potential to enhance TPD at Work. Research limitations The most important limitations of the study were the cross-sectional nature and the use of self-ratings only, which may imply common-method bias. Practical implications To enhance TPD at Work, it is vital for actors inside and outside schools to focus on the right working conditions (as mentioned under findings) in schools, so that teachers can learn from their job. Originality Knowledge in schools and empirical research about which factors at the organisational and task level are important to enhance TPD at Work seems scarce. This research contributes to this knowledge gap.
Original languageEnglish
Pages (from-to)36-55
JournalEuropean Journal of Training and Development
Volume40
Issue number1
DOIs
Publication statusPublished - 2016

Fingerprint

Professional development
Influencing factors
Factors
Competency
Social support
Predictors
Survey research
Emotion
Life long learning
Work place
Rating
Job demands
Working conditions
Knowledge gap
Job resources
Supervisors
Work pressure
Empirical research
Nature
Research methods

Keywords

  • Teachers
  • Professional development
  • Cultural factors
  • Learning at work
  • Relational factors
  • Task factors

Cite this

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title = "Organisational and Task Factors Influencing Teachers’ Professional Development at Work",
abstract = "Purpose The development of life-long learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools worldwide. The workplace is also increasingly regarded as the place to develop these competencies. The main purpose of this article is to investigate organisational (cultural and relational) and task factors which potentially enhance Teachers’ Professional Development (TPD) at Work. Methodology A model incorporating the relationships between organisational and task factors as predictor variables, and TPD at Work as the dependent, is presented and tested empirically by a quantitative (survey research) method. Findings The study results indicated that learning climate, social support from one’s immediate supervisor, social support from close colleagues, and learning value of the function can act as important job resources for TPD at Work. Work pressure and emotional demands, on the other hand, appeared to act as job demands for TPD at Work, but also have the potential to enhance TPD at Work. Research limitations The most important limitations of the study were the cross-sectional nature and the use of self-ratings only, which may imply common-method bias. Practical implications To enhance TPD at Work, it is vital for actors inside and outside schools to focus on the right working conditions (as mentioned under findings) in schools, so that teachers can learn from their job. Originality Knowledge in schools and empirical research about which factors at the organisational and task level are important to enhance TPD at Work seems scarce. This research contributes to this knowledge gap.",
keywords = "Teachers, Professional development, Cultural factors, Learning at work, Relational factors, Task factors",
author = "Arnoud Evers and {Van der Heijden}, B{\'e}atric and Karel Kreijns",
year = "2016",
doi = "10.1108/EJTD-03-2015-0023",
language = "English",
volume = "40",
pages = "36--55",
journal = "European Journal of Training and Development",
issn = "2046-9012",
publisher = "Emerald Group Publishing Ltd.",
number = "1",

}

TY - JOUR

T1 - Organisational and Task Factors Influencing Teachers’ Professional Development at Work

AU - Evers, Arnoud

AU - Van der Heijden, Béatric

AU - Kreijns, Karel

PY - 2016

Y1 - 2016

N2 - Purpose The development of life-long learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools worldwide. The workplace is also increasingly regarded as the place to develop these competencies. The main purpose of this article is to investigate organisational (cultural and relational) and task factors which potentially enhance Teachers’ Professional Development (TPD) at Work. Methodology A model incorporating the relationships between organisational and task factors as predictor variables, and TPD at Work as the dependent, is presented and tested empirically by a quantitative (survey research) method. Findings The study results indicated that learning climate, social support from one’s immediate supervisor, social support from close colleagues, and learning value of the function can act as important job resources for TPD at Work. Work pressure and emotional demands, on the other hand, appeared to act as job demands for TPD at Work, but also have the potential to enhance TPD at Work. Research limitations The most important limitations of the study were the cross-sectional nature and the use of self-ratings only, which may imply common-method bias. Practical implications To enhance TPD at Work, it is vital for actors inside and outside schools to focus on the right working conditions (as mentioned under findings) in schools, so that teachers can learn from their job. Originality Knowledge in schools and empirical research about which factors at the organisational and task level are important to enhance TPD at Work seems scarce. This research contributes to this knowledge gap.

AB - Purpose The development of life-long learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools worldwide. The workplace is also increasingly regarded as the place to develop these competencies. The main purpose of this article is to investigate organisational (cultural and relational) and task factors which potentially enhance Teachers’ Professional Development (TPD) at Work. Methodology A model incorporating the relationships between organisational and task factors as predictor variables, and TPD at Work as the dependent, is presented and tested empirically by a quantitative (survey research) method. Findings The study results indicated that learning climate, social support from one’s immediate supervisor, social support from close colleagues, and learning value of the function can act as important job resources for TPD at Work. Work pressure and emotional demands, on the other hand, appeared to act as job demands for TPD at Work, but also have the potential to enhance TPD at Work. Research limitations The most important limitations of the study were the cross-sectional nature and the use of self-ratings only, which may imply common-method bias. Practical implications To enhance TPD at Work, it is vital for actors inside and outside schools to focus on the right working conditions (as mentioned under findings) in schools, so that teachers can learn from their job. Originality Knowledge in schools and empirical research about which factors at the organisational and task level are important to enhance TPD at Work seems scarce. This research contributes to this knowledge gap.

KW - Teachers

KW - Professional development

KW - Cultural factors

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KW - Relational factors

KW - Task factors

U2 - 10.1108/EJTD-03-2015-0023

DO - 10.1108/EJTD-03-2015-0023

M3 - Article

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JO - European Journal of Training and Development

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