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This study explores the interaction between organizational and psychological factors that play a role in professional teacher learning. More specifically, how teachers’ engagement in learning activities (e.g. keeping up to data, self-reflection, and experimenting, respectively, asking for feedback and information sharing) is influenced by the organizational factors transformational leadership and perceived interdependence, and the psychological factor self-efficacy.

empirical research in vocational education and training

Promoting VET teachers’ individual and social learning activities: the empowering and purposeful role of transformational leadership, interdependence, and self-efficacy