Your reflection notes should be organized to present:

1. Key learning points from the three readings of your choice (a summary)
2. Your reflections
3. References

Reflections is underlined as this is considered one of the most important parts of the learning process. Based on the readings, you must consider your unique experiences and perspectives. And also Cite

Jeong, S., Hsiao, Y. Y., Song, J. H., Kim, J., & Bae, S. H. (2016).The moderating role of transformational leadership on work engagement: The influences of professionalism and openness to change.Human Resource Development Quarterly,27(4), 489-516.

The Moderating Role of Transformational Leadership on Work Engagement: The Influences of Professionalism and Openness to Change Shinhee Jeong , Yu-Yu Hsiao , Ji Hoon Song , Junhee Kim , Sang Hoon Bae This study examined the relationships of teachers' work engagement with their professionalism and openness to change and investigated the moderating role of the transformational leadership of principals in explaining these relationships. Multilevel data were collected from 1,886 teachers from 59 schools in South Korea, and multilevel path analysis was performed to analyze the data. The study results found that teachers' work engagement was positively influenced by their professionalism and openness to change in the Korean educational setting. However, no significant relationship was found between teachers' work engagement and the transformational leadership of principals. It also showed that the transformational leadership of principals positively moderated the relationship between work engagement and openness to change of teachers. Finally, we identified the negative moderating effect of the transformational leadership of principals on the relationship between work engagement and professionalism of teachers. The theoretical implications of these findings are provided along with practical suggestions for policy makers, superintendents, and teacher education institutes. Key Words: openness to change , professionalism , transformational leadership , work engagement , multi-level analysis This work was supported by the research fund of Hanyang University (HY-2015-G). 490 Jeong, Hsiao, Song, Kim, Bae HUMAN RESOURCE DEVELOPMENT QUARTERLY DOI: 10.1002/hrdq The South Korean (hereafter Korean) educational system has traditionally operated within Confucian educational values, and its structure is similar to Japan ' s as a result of the colonization period (Kwon, 2003 ). Most schools in Korea are categorized as public, and both public and private schools are expected to adopt the national curriculum established by the government (Clark & Park, 2013 ). More recently, the ever-deepening globalization and advances in technology have created new directions for school reform. Korean educational policies have begun shifting from strict government control to decentralized school governance (Lee & Park, 2014 ). Included in this Korean education policy movement are increased autonomy of the school curriculum, greater deregulation in the areas of personnel and budgets of each school, and the evaluation of teaching effectiveness to hold each school accountable (Jeong & Lee, 2011 ). To successfully implement the new educational policies, there is growing consensus regarding the critical nature of teacher engagement (Hakanen, Bakker, & Schaufeli, 2006 ; Lim, 2001 ). Teachers are the major group directly interacting with students on a daily basis and play a central role in school innovation. Engaged teachers are passionate about teaching and more effectively react to the needs of students and the school (Firestone & Pennell, 1993 ). In this sense, it has been argued that increasing teacher engagement will be the cornerstone of school innovation that strengthens the national education system (Gyeonggi Institute of Education [GIE], 2012 ). Recent research has greatly emphasized teachers' professionalism and openness to change as the personal resources to increase their work engagement. The less control that is applied in the teaching practice with increased autonomy, the more teachers' professionalism is accentuated to ensure high-quality and effective education (Kwak, 2011 ). Teachers' professionalism reflects teachers' attitudes and ability to demonstrate mastery of their knowledge and skills and actively engage in continuous learning (Lee, 2012 ; Watkins, 1994 ). Furthermore, the importance of teachers' readiness to change has been widely discussed in the context of successful educational reform as Korean teachers have grappled with continuous changes enforced by the government and often do not readily accept changes (GIE, 2012 ; Lim, 2001 ). Teachers' attitudes toward these changes, whether open or cynical, seem to affect their level of engagement in implementing changes (Choi, 2011 ). However, only few studies have elucidated the associations of professionalism and openness to change with work engagement in educational settings. The leadership of principals, particularly in the context of Korean educational settings, has been considered a key determinant for organizational success, since principals possess the ultimate power in a school ' s operation (Park, 2012 ). Korean educational practices have widely accepted the concept of transformational leadership as an effective leadership behavior (Cho The Moderating Role of Transformational Leadership on Work Engagement 491 HUMAN RESOURCE DEVELOPMENT QUARTERLY DOI: 10.1002/hrdq & Na, 2011 ). Teacher training institutes in Korea have delivered numerous leadership programs to help school principals demonstrate transformational leadership (Kwon, 2003 ). Transformational leadership has also been regarded as an important job resource to facilitate work engagement (Christian, Garza, & Slaughter, 2011 ; Macey & Schneider, 2008 ). It is unclear, however, whether principals' transformational leadership actually enhances teachers' work engagement in Korean educational settings, and how this type of leadership interacts with teachers' personal resources (e.g., professionalism and openness to change) remains understudied. Understanding the antecedents and moderators of work engagement and understanding how to facilitate followers' work engagement are imperative concepts to develop a science and theory of this field. These concepts are also a primary interest of many organizations (Rich, Lepine, & Crawford, 2010 ). A variety of antecedents have been suggested in the literature, but few have been empirically tested (Wollard & Shuck, 2011 ). The leverage point between individual and organizational factors has been suggested as the most neglected area of the science of work engagement (Saks & Gruman, 2014 ). Macey and Schneider ( 2008 ) conceptualized that various conditions of the workplace can have direct and indirect effects on work engagement, and stated that the nature of leadership is one of the conditions that most interest us. However, surprisingly, the psychological mechanisms of leadership by which leaders influence work engagement have received little attention, especially in terms of the interacting effect with the followers' characteristics (Bakker, Albrecht, & Leiter, 2011 ; Christian et al., 2011 ). More research is needed to address the contingent role of leadership in what specific contexts to increase work engagement (Liden & Antonakis, 2009 ). Recognizing the research gap and practical significance, first, the present study aims to examine the effects of professionalism, openness to change, and transformational leadership of principals on teachers' work engagement. Second, it investigates the moderating effects of transformational leadership in explaining the associations of teacher work engagement with teachers' professionalism and openness to change. Since research evidence has shown a link between work engagement and positive organizational outcomes, human resource development (HRD) practitioners and leaders of various organizations have paid much attention to work engagement and continue to strive to develop relevant strategies (Sarti, 2014 ). This study is expected to provide important implications for HRD in the Korean education setting and to contribute to advancing a theory of work engagement and transformational leadership. Due to the similarities in national culture and educational structure, the study results may be directly relevant to other East Asian countries such as China or Japan. Considering the current global convergence in terms of educational policy as well as the international focus on the Korean education system (Lee & Park, 2014 ), this study will also provide valuable insights for other countries around the word. 492 Jeong, Hsiao, Song, Kim, Bae HUMAN RESOURCE DEVELOPMENT QUARTERLY DOI: 10.1002/hrdq Theoretical Framework and Research Hypotheses The Job Demands-Resources (JD-R) model (Bakker & Demerouti, 2007 ; Xanthopoulou, Bakker, Demerouti, & Schaufeli, 2007 ), social cognitive theory (Bandura, 1986 ), and theory of person-environment (P-E) fit (Jansen & Kristof-Brown, 2006 ) were merged to develop the theoretical framework of the current study. The JD-R model illustrates the negative effect of demanding job conditions on burnout, and the positive effect of job resources on work engagement, as well as the moderating role of job resources that buffer the negative effect of job demands (Bakker & Demerouti, 2007 ). To build the theoretical framework of the present study, we adopted only the positive motivational process in the JD-R model because our research focus was not on burnout but on work engagement. According to the expanded JD-R model (Xanthopoulou et al., 2007 ), the motivational antecedents of work engagement in the literature can be categorized into personal resources (e.g., optimism) and job resources (e.g., leadership support). Personal resources denote individual characteristics that include resiliency and individuals' sense of their ability to manage their environment and stimulate personal growth (Xanthopoulou et al., 2007 ). Professionalism and openness to change may be classified into personal resources because the two concepts are representative of individual behaviors and/or characteristics. Job resources refer to organizational, interpersonal, or task features of a job, which support achievement of work goals, personal growth, and development (Bakker, Hakanen, Demerouti, & Xanthopoulou, 2007 ; Sarti, 2014 ). By definition, job resources may include transformational leaders' support in organizations. Consequently, the JD-R model implies that professionalism, openness to change, and transformational leadership have main effects on work engagement. However, the JD-R model falls short of elucidating the interaction between personal resources and job resources, which has been reported in previous studies (e.g., Saks & Gruman, 2014 ; Zhu, Avolio, & Walumbwa, 2009 ). In regard to the interaction between personal resources and job resources, social cognitive theory and theory of P-E fit provide insights that shed light on the specific relationship of interest. Social cognitive theory (Bandura, 1986 ) suggests that the behavior of individuals is affected by the social situation in which they operate, but that they behave differently due to differences in their cognitive appraisals of the situation. That is, the term social emphasizes that much of an individual ' s behavior is generated in accordance with situational circumstances, while the term cognitive implies that individual characteristics influence the perceptions of an individual ' s circumstances. This interactive and reciprocal process between individuals and their environment forms the "motivation, attitudes, and action" of individuals (Stajkovic & Luthans, 1998 , p. 63). Thus, social cognitive theory explains work engagement in terms of the interaction between teachers' personal resources (i.e., professionalism and openness to change) and their job resources/environment (i.e., perceived The Moderating Role of Transformational Leadership on Work Engagement 493 HUMAN RESOURCE DEVELOPMENT QUARTERLY DOI: 10.1002/hrdq consequences stemming from their leader with respect to their professionalism and openness to change, such as the leader ' s support or denial). This proposition is further supported by the theory of P-E fit, which is defined as the congruence, match, similarity, or correspondence between the person and the environment (Edwards & Shipp, 2007 ). The fundamental tenet of the P-E fit theory is that outcomes are produced through the interaction between individuals and their environments that can be classified into five dimensions: vocation, job, organization, group, and people (Jansen & KristofBrown, 2006 ). Although it is debatable whether leadership support is nested in the organizational dimension (Eisenberger, Stinglhamber, Vandenberghe, Sucharski, & Rhoades, 2002 ) as we agree upon, or whether in the people dimension (Jansen & Kristof-Brown, 2006 ), one of the consistent assumptions of the P-E fit theory, is that good fit results in positive outcomes (Jansen & Kristof-Brown, 2006 ). Taken together, transformational leadership is expected to have positive interactions on the relationships between personal resources and work engagement. The relationships between the research factors are further elaborated and hypothesized in the literature review below. Teachers' Work Engagement Schaufeli, Salanova, Gonzlez-Rom, and Bakker ( 2002 ) defined work engagement as "a positive, fulfilling, work-related state of mind that is characterized by vigor, dedication, and absorption" (p. 74). Vigor refers to the level of emotional energy, mental resilience, and persistence while working. Dedication is characterized by feelings of enthusiasm, pride, and significance, as well as being strongly involved in one ' s work. Absorption, the last component, denotes a state of full immersion or concentration on one ' s work to the degree to which one forgets how much time has passed (Schaufeli et al., 2002 ). Work engagement is a unique, distinct construct in that it represents a more comprehensive and broader concept than other notions such as job satisfaction, organizational commitment, or job involvement, encompassing cognitive, emotional, and behavioral components associated with individual role performance (Christian et al., 2011 ; Shuck, Ghosh, Zigarmi, & Nimon, 2012 ). The education-specific literature is largely consistent with generic studies in that work engagement is related to positive organizational behaviors. In a school context, highly engaged teachers are energetic, determined to participate, and committed to their teaching roles. These characteristics are expected to enhance work performance, productivity, and educational service. Teachers' work engagement also generates a sense of community within a school, a commitment to academic goals and professional development, and sensitivity to students' or the school ' s needs (Louis & Smith, 1991 ). Bakker and Bal ( 2010 ) found that the week-level work engagement of teachers is positively associated with both week-level performance and creation of their own job resources (e.g., autonomy, exchange with supervisors). In addition, studies 494 Jeong, Hsiao, Song, Kim, Bae HUMAN RESOURCE DEVELOPMENT QUARTERLY DOI: 10.1002/hrdq have demonstrated that the organizational commitment (Hakanen et al., 2006 ) and job satisfaction (Higaard, Giske, & Sundsli, 2012 ) of teachers is positively predicted by their work engagement. Moreover, work engagement is negatively related to job burnout and the intention to quit among teachers (Higaard et al., 2012 ). Main Effect of Professionalism Professionalism refers to an individual ' s attitudinal, behavioral, and intellectual orientation to perform to the highest standards of practice and improve the quality of service toward one ' s occupation (Boyt, Lusch, & Naylor, 2001 ; Demirkasmoglu, 2010 ). Talbert and McLaughlin ( 1994 ) argued that professionalism in the teaching occupation is manifested by "a common knowledge base or technical culture, commitment to meeting the needs of all students, and durable professional identities and commitments" (p. 130). Professionalism is considered the qualifications, proficiency, or competence to achieve teaching excellence, and has become an indispensable element of teachers' identity, given the specialized knowledge, skills, and high ethical standards demanded for the position (Edwards & Nuttall, 2014 ). Animated discussions emphasizing the importance of teacher professionalism have emerged around achieving high-quality education, enhancing student achievement, and solving educational problems (Avalos & Barrett, 2013 ). Work engagement, as a psychological state, inevitably involves individuals' notions of self in its process, such as self-esteem, self-efficacy, and selfidentity (Macey & Schneider, 2008 ). Kahn ( 1990 ) suggested that "people can use varying degrees of their selves, physically, cognitively, and emotionally, in the roles they perform" (p. 692). It has been conceptually argued and empirically tested that high scores on self-efficacy are expected to indicate high work engagement (Xanthopoulou et al., 2007 ). Furthermore, people who possess high professionalism tend to be hardworking, confident, and resourceful, and these characteristics can be identified as the positive antecedent of work engagement. Consistent with these conceptual arguments, Schaufeli et al. ( 2002 ) found that reduced professional efficacy generates burnout, eventually resulting in decreased work engagement. Teachers who have a high degree of professional identity possess a strong sense of competence, autonomy, and ambition (Sachs, 2001 ). The level of professionalism is reflected in their attitudes to their jobs, in terms of dedication or a feeling of vitality, such as attending developmental activities or enjoying working (Marshall, 2006 ). Sergiovanni ( 2007 ) urged researchers to pay more attention to not only competence but virtue as well, because professionals are trusted. He continuously mentioned that in teaching, a professional virtue denotes the intense commitment and engagement to practice. Other empirical studies have also supported the positive relationship between professionalism and job satisfaction (Pearson & Moomaw, 2005 ) and organizational commitment (Bartol, 1979 ). Therefore, it is expected that the professionalism of indi- The Moderating Role of Transformational Leadership on Work Engagement 495 HUMAN RESOURCE DEVELOPMENT QUARTERLY DOI: 10.1002/hrdq viduals would be positively associated with work engagement. However, little research has empirically examined this relationship. Hypothesis 1: Professionalism will be positively associated with work engagement of teachers. Main Effect of Openness to Change Given that the pace and complexity of change around school environments has intensified, teacher perceptions toward change are critical for determining school performance (Loup, 1997). In studying such individual attitudes that are specific to organizational change, researchers have paid attention to the construct of "openness to change," which is conceptualized as a "willingness to support change and positively influence the potential consequences of the change" (Wanberg & Banas, 2000 , p. 132). In school settings, researchers (Fullan, Cuttress, & Kilcher, 2009 ; Loup, 1997) contend that positive perceptions and attitudes toward change initiatives among teachers promote job productivity, school innovation, and student academic performance. In a situation where an organization initiates change, members with high openness to change tend to actively seek relevant information, contemplate possible consequences and future implications on their own job and the entire organization, and endeavor to make sense of the new environment (Choi, 2011 ; Neves, 2009 ). These characteristics imply that employees who are ready for change are positive, attentive, and connected. People with high openness to change engage in supporting and implementing changes cognitively and affectively (Rafferty, Jimmieson, & Armenakis, 2012 ). Lyons, Swindler, and Offner ( 2009 ) found that organizational members' openness to change is a positive predictor of their intentions to engage in change activities, which leads to actual work engagement. In addition, several studies have shown that individuals with a more positive attitude toward change exhibit a higher degree of participation at work (Eby, Adams, Russell, & Gaby, 2000 ), organizational commitment, and job satisfaction (Holt, Armenakis, Feild, & Harris, 2007 ), all of which are constructs that potentially infer work engagement. In contrast, change cynicism has been found to have a negative association with work engagement in several studies (e.g., Kang, Lee, & Kim, 2008 ).