Transformational Leadership and Teacher Commitment to Organizational Values: The Mediating Effects of Collective Teacher Efficacy

Autor/inn/en	Ross, John A.; Gray, Peter
Titel	Transformational Leadership and Teacher Commitment to Organizational Values: The Mediating Effects of Collective Teacher Efficacy
Quelle	In: School Effectiveness and School Improvement, 17 (2006) 2, S.179-199 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Transformational Leadership; Teacher Attitudes; Elementary School Teachers; Foreign Countries; Self Efficacy; Teacher Effectiveness; School Culture; School Effectiveness; Organizational Objectives; Canada + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulkultur; Schulleben; Schuleffizienz; Business goal; Unternehmensziel; Kanada
Abstract	Transformational leadership researchers have given little attention to teacher expectations that mediate between goals and actions. The most important of these expectations, teacher efficacy, refers to teacher beliefs that they will be able to bring about student learning. This study examined the mediating effects of teacher efficacy by comparing two models derived from Bandura's social-cognitive theory. Model A hypothesized that transformational leadership would contribute to teacher commitment to organizational values exclusively through collective teacher efficacy. Model B hypothesized that leadership would have direct effects on teacher commitment and indirect effects through teacher efficacy. Data from 3,074 teachers in 218 elementary schools in a cross-validation sample design provided greater support for Model B than Model A. Transformational leadership had an impact on the collective teacher efficacy of the school; teacher efficacy alone predicted teacher commitment to community partnerships; and transformational leadership had direct and indirect effects on teacher commitment to school mission and commitment to professional learning community. (Contains 4 figures, 5 tables, and 1 note.) (Author).
Anmerkungen	Routledge. 29 West 35th Street, New York, NY 10001. Tel: 212-216-7800; Fax: 212-564-7854; Web site: http://www.tandf.co.uk/journals.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10