The Relationships between School Autonomy Gap, Principal Leadership, Teachers' Job Satisfaction and Organizational Commitment

Autor/inn/en	Dou, Diya; Devos, Geert; Valcke, Martin
Titel	The Relationships between School Autonomy Gap, Principal Leadership, Teachers' Job Satisfaction and Organizational Commitment
Quelle	In: Educational Management Administration & Leadership, 45 (2017) 6, S.959-977 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143216653975
Schlagwörter	Job Satisfaction; Foreign Countries; Secondary Schools; Institutional Autonomy; Educational Environment; Principals; Educational Change; Instructional Leadership; Comparative Analysis; Transformational Leadership; Self Efficacy; Statistical Analysis; Organizational Culture; Questionnaires; China (Guangzhou); China (Beijing) + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Ausland; Sekundarschule; Institutionelle Autonomie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Principal; Schulleiter; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Self-efficacy; Selbstwirksamkeit; Statistische Analyse; Unternehmenskultur; Fragebogen
Abstract	This study examines the relationship between school autonomy gap, principal leadership, school climate, teacher psychological factors, teachers' job satisfaction and organizational commitment under the context of school autonomy reform. A path model has been developed to define the relationships between principal leadership and teachers' outcomes via mediating variables. Multiple-group comparison was used to explore the effect of school autonomy gap in this process. We collected the data through a survey carried out in 26 senior secondary schools in China. In total 528 teachers and 59 principals and assistant principals participated. The results suggest a significant influence of instructional and transformational leadership on teachers' job satisfaction and organizational commitment, mediated by the indirect impact of school climate and teachers' self-efficacy. School autonomy gap, which is closely related to principal leadership, emerged as an important influence in the path model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01