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.
In general, two configurations for the facilitation of teacher learning were found: one that empowers individual teachers to acquire new knowledge, and another that helps teachers to focus on shared goals and binds them to social learning. Teachers’ engagement in learning activities, and consequently VET colleges’ change capacities, is optimally facilitated by empowerment and purpose.