Abstract
Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teachers of six primary schools in the Netherlands and the development of their sense of self-efficacy, autonomy, competence and relatedness. Results revealed a statistically significant increase in feelings of autonomy and self-efficacy in coaching others. Taking existing potential of people and institutions as a starting point could be a promising way of (re-)creating flow in teachers and schools.
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