The Influence of Occupational Self-Efficacy on the Relationship of Leadership Behavior and Preparedness for Occupational Change

Fostering sustained teacher learning: co-creating purposeful and empowering workplaces

“…First, contrary to our hypothesis (Hypothesis 1a), self-efficacy did not influence self-reflection: the coupling parameter from self-efficacy to self-reflection was not significant This finding is not in line with previous cross-sectional findings which have suggested that self-efficacy beliefs are a critical component for self-reflection (Geijsel et al, 2009;Sleegers et al, 2014). Furthermore, it contrasts with the claim that self-efficacy has a pivotal role as a psychological lever between leadership and performance (Schyns, 2004), at least when performance consists of the generation of new knowledge. As such, the assumed causal influence of self-efficacy on self-reflection seems not to withstand the test of time.…”

“…The findings contribute to previous research on the differentiated impact of transformational leadership practices on teachers' engagement in professional learning activities as mediated by perceptions of the work environment such as positive interdependence (Dionne, Yammarino, Atwater, & Sprangler, 2004;Jung & Sosik, 2002;Korek, Felfe & Zaepernick-Rothe, 2010;Staples & Webster, 2008;Tjosvold, 1986). The findings from this cross-sectional study also suggested a pivotal role of self-efficacy beliefs (Salanova, Bakker & Llorens, 2006;Schyns, 2004). The results therefore point towards the beneficial role of the interplay between organizational and psychological conditions in enhancing engagement in learning activities in the context of change (Korthagen & Vasalos, 2005;Kwakman, 2003;Leithwood, Jantzi, & Mascall, 2002;Stoll, Bolam, McMahon, Wallace & Thomas, 2006;van Woerkom, 2004).…”

“…Deze bevindingen dragen bij aan vorig onderzoek naar de gedifferentieerde invloed van transformationele leiderschapspraktijken op het ondernemen van professionele leeractiviteiten van docenten zoals gemedieerd door de waarneming van de werkomgeving (Dionne, Yammarino, Atwater, & Sprangler, 2004;Jung & Sosik, 2002;Korek, Felfe & Zaepernick-Rothe, 2010;Staples & Webster, 2008;Tjosvold, 1986). De bevindingen van dit cross-sectionele onderzoek suggereren ook een centrale rol van selfefficacy overtuigingen (Salanova, Bakker & Llorens, 2006;Schyns, 2004). De resultaten wijzen daarom naar de bevorderlijke rol van de verweven invloed van organisatorische en psychologische factoren in het verbeteren van het ondernemen van leeractiviteiten onder veranderende omstandigheden (Korthagen & Vasalos, 2005;Kwakman, 2003;Leithwood, Jantzi, & Mascall, 2002;Stoll, Bolam, McMahon, Wallace & Thomas, 2006;van Woerkom, 2004).…”

Career Competencies for Career Success

“…In line with demands of the modern labor market, there is increased emphasis on the employee's active role and level of involvement with respect to his or her career. This is reflected in concepts such as personal inidadve (Frese, 2001), employabihty (e,g,, van Dam, 2004), or preparedness to change (Schyns, 2004), Considering this element of self-guidance, career competencies could be seen as a person's self-management of his or her working and learning experiences in order to achieve desired career progress. Career development is taken as acdve career-actualization, which we define as the realization of personal goals and values in one's career vis-a-vis the facilitadon and constraining condidons ofthe work situation.…”

Comparing antecedents and consequences of leader – member exchange in a German working context to findings in the US

“…A more recent work by Schyns (2004b) outlines that most other work on LMX in Germany is either still in progress or focuses on theoretical aspects (e.g., Schyns, 2004a;Weibler, 1994). The aim of this paper is, therefore, twofold.…”