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. 179-199Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0924-3453; 1744-5124
DOI	10.1080/09243450600565795
Schlagwörter	Führungsstil; Zufriedenheit; Schulleitung; Grundschule; Lehrer; Unterricht; Verantwortung; Transformation; Wertorientierung; Arbeit; Beruf; Soziologie; Effektivität; Wirkung; Wirkungsforschung; Kanada; Ontario
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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/5