Modeling how professional development interacts with teacher leaders’ outcome expectancies and school environment perceptions-Reference-Cited by-同舟云学术

Modeling how professional development interacts with teacher leaders’ outcome expectancies and school environment perceptions

Published:2024-01-31 Issue: Volume: Page:1-25
ISSN:1360-3124
Container-title:International Journal of Leadership in Education
language:en
Short-container-title:International Journal of Leadership in Education

Author:

Barth Steven G.¹^ORCID,Criswell Brett A.²,Smith Wendy M.³^ORCID,Rushton Gregory T.⁴^ORCID

Affiliation:

1. Department of Educational and Developmental Studies, University of South Carolina, Columbia, USA

2. Secondary Education, West Chester University, West Chester, USA

3. Center for Science, Mathematics, & Computer Education and Department of Mathematics, University of Nebraska-Lincoln, Lincoln, USA

4. Tennessee STEM Education Center (TSEC), Middle Tennessee State University, Murfreesboro, USA

Funder

National Science Foundation

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603124.2024.2307877

Reference54 articles.

1. Environmental teacher leadership: overcoming barriers posed by school culture, school structure, and the principal

2. Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction

3. Teacher leadership and professional development: perspectives, connections and prospects

4. American Educational Research Association [AERA], American Psychological Association [APA], & National Council on Measurement in Education [NCME]. (2014) . Standards for educational and psychological testing. AERA.

5. Bandura, A. (1977). Social learning theory. Prentice-Hall.

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