摘要： Effective professional development enhances teachers’ instructional skills and in turn improves students’ learning. This study adopts a multilevel perspective to investigate the interplay of self‐directed learning (SDL), professional self‐awareness, and the supportive organizational climate in terms of their effects on the professional development of high school teachers in Taiwan. The study confirms that individual SDL and a supportive organizational climate positively affect teachers’ professional development. Specifically, professional self‐awareness mediates the relationship between SDL and professional development at the individual level. The cross‐level moderation of the supportive organizational climate is confirmed on the relationship between SDL and professional development. It is concluded that teachers with a greater degree of individual SDL and professional self‐awareness, combined with a supportive organizational climate, will be more involved in professional development. Implications and suggestions for future research are also discussed. 其他題名： Human Resource Development Quarterly 出版者： Hoboken, USA: Wiley Periodicals, Inc 出版日期： 2014-09-01 出處： Human resource development quarterly, 2014-09, Vol.25 (3), p.381-400 版權： 2014 Wiley Periodicals, Inc. 版權： Copyright Wiley Periodicals Inc. Fall 2014 識別號： ISSN: 1044-8004 識別號： EISSN: 1532-1096 識別號： DOI: 10.1002/hrdq.21195
