Staff Publications

Staff Publications

  • external user (warningwarning)
  • Log in as
  • language uk
  • About

    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

    We have a manual that explains all the features 

Record number 507854
Title Promoting VET teachers’ innovative behaviour : exploring the roles of task interdependence, learning goal orientation and occupational self-efficacy
Author(s) Runhaar, Piety; Bednall, Timothy; Sanders, Karin; Yang, Huadong
Source Journal of Vocational Education and Training 68 (2016)4. - ISSN 1363-6820 - p. 436 - 452.
DOI http://dx.doi.org/10.1080/13636820.2016.1231215
Department(s) Education and Competence Studies
WASS
Publication type Refereed Article in a scientific journal
Publication year 2016
Keyword(s) Innovative behaviour - learning goal orientation - occupational self-efficacy - task interdependence - teachers - vocational education and training
Abstract

Changing employer demands, new technological and pedagogical insights are examples of developments which urge Vocational Education and Training (VET) institutes to continually renew and innovate their educational programmes. This, in turn, requires teachers to show innovative behaviour. Our study focuses on the effects of task interdependence on VET teachers’ innovative behaviour. In addition, the mediating roles of learning goal orientation and occupational self-efficacy in this relationship are examined. A two-wave survey study among 342 teachers, from 54 teams of 6 Dutch VET institutes, showed that task interdependence enhanced teachers’ learning goal orientation, which enhanced their engagement in innovative behaviour over time. Task interdependence also increased teachers’ occupational self-efficacy, which in turn increased their engagement in innovative behaviour. This effect, however, appeared short lived. Apparently, once teachers exceed a certain level of occupational self-efficacy, other variables, like learning goal orientation, play a more important role in sustaining innovative behaviour.

Comments
There are no comments yet. You can post the first one!
Post a comment
 
Please log in to use this service. Login as Wageningen University & Research user or guest user in upper right hand corner of this page.