Self-Directed Learning, Professional Self-Awareness, and Supportive Organizational Climate on Teachers’ Professional Development: A Multi-Level Analysis
博士 === 國立中央大學 === 企業管理學系 === 102 === 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 supp...
| Main Authors: | , |
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| Other Authors: | |
| Format: | Others |
| Language: | zh-TW |
| Published: |
2014
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| Online Access: | http://ndltd.ncl.edu.tw/handle/23430715328617120192 |
| Summary: | 博士 === 國立中央大學 === 企業管理學系 === 102 === 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.
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