Organisational and Task Factors Influencing Teachers' Professional Development at Work.
Purpose The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers' professional development at work (TPD at Work) The development of lifelong learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools worldwide. The workplace is also increasingly regarded as the place to develop these competencies. Design/methodology/approach A model incorporating the relationships between organisational and task factors as predictor variables and TPD at Work as the dependent variable, is presented and empirically tested by a quantitative (survey research) method. Findings The study results indicated that learning climate, social support from one's immediate supervisor, social support from close colleagues and learning value of the function can act as important job resources for TPD at Work. Work pressure and emotional demands, on the other hand, appeared to act as job demands