Exploring the Association between Transformational Leadership and Teacher's Self-Efficacy in Greek Education System: A Multilevel SEM Model

Autor/inn/en	Gkolia, Aikaterini; Koustelios, Athanasios; Belias, Dimitrios
Titel	Exploring the Association between Transformational Leadership and Teacher's Self-Efficacy in Greek Education System: A Multilevel SEM Model
Quelle	In: International Journal of Leadership in Education, 21 (2018) 2, S.176-196 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2015.1094143
Schlagwörter	Foreign Countries; Principals; Transformational Leadership; Self Efficacy; Teacher Effectiveness; Elementary School Teachers; Secondary School Teachers; Structural Equation Models; Questionnaires; Teacher Surveys; Factor Structure; Correlation; Factor Analysis; Statistical Analysis; Maximum Likelihood Statistics; Greece + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Faktorenstruktur; Korrelation; Faktorenanalyse; Statistische Analyse; Griechenland
Abstract	The main aim of this study is to examine the effect of principals' transformational leadership on teachers' self-efficacy across 77 different Greek elementary and secondary schools based on a centralized education system. For the investigation of the above effect multilevel Structural Equation Modelling analysis was conducted, recognizing the nested nature of the data (teachers withing schools). It was using the approach of Muthén and the software package MPlus. For the purpose of this study, psychometric properties of the Principal Leadership Questionnaire (PLQ) and The Teachers' Sense of Efficacy Scale (TSES) were examined using structural equation modelling techniques. The results revealed that general factor representing the items of PLQ have an effect upon TSES constructs (efficacy in student engagement, and efficacy in instructional strategies). The originality and value of the current manuscript highlights the stability of the effect of transformational leadership and self-efficacy in a centralized educational system and the importance of the application of different transformational leadership behaviours concerning the enhancement of teacher's self-efficacy. Conclusions on the implications, suggestions for future research and limitations of the findings are drawn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01