A strength-based approach to teacher professional development

Rosanne C. Zwart, Fred A J Korthagen, Saskia Attema-Noordewier

Research output: Contribution to journalArticleAcademicpeer-review


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.

Original languageEnglish
Pages (from-to)579-596
Number of pages18
JournalProfessional Development in Education
Issue number3
Early online date18 Jun 2014
Publication statusPublished - 27 May 2015


  • learner engagement
  • quality of working life
  • teacher motivation
  • teacher professional development


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