The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction

2014/12/19 by Debbie De Neve, Geert Devos, Melissa Tuytens · 2 citations
Psychology · Social Sciences · #Collaborative Teaching and Inclusion #Innovative Teaching and Learning Methods #Teacher Education and Leadership Studies

paper · doi:10.1016/j.tate.2014.12.003

openalex publication_date 2014/12/19 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29

Citations

• External Standards and Good Teaching: The Pros and Cons of Telling Teachers What to Do
• Teacher efficacy: A construct validation.
• Teacher Commitment, Working Conditions, and Differential Incentive Policies
• Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
• Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
• Self-efficacy: Toward a unifying theory of behavioral change.

Cited by

• Would Teachers’ Professional Collaboration Promote Cognitively Activating Teaching Practices? The Moderating Role of Collective Innovativeness
• Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice