Self-Efficacy for Instructional Leadership: Relations with Perceived Job Demands and Job Resources, Emotional Exhaustion, Job Satisfaction, and Motivation to Quit

Autor/in	Skaalvik, Cecilie
Titel	Self-Efficacy for Instructional Leadership: Relations with Perceived Job Demands and Job Resources, Emotional Exhaustion, Job Satisfaction, and Motivation to Quit
Quelle	In: Social Psychology of Education: An International Journal, 23 (2020) 5, S.1343-1366 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skaalvik, Cecilie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-020-09585-9
Schlagwörter	Self Efficacy; Instructional Leadership; Correlation; Principals; Administrator Attitudes; Job Satisfaction; Elementary Schools; High Schools; Career Change; Factor Analysis; Burnout; Work Environment; Work Attitudes + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Korrelation; Principal; Schulleiter; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Elementary school; Grundschule; Volksschule; High school; Oberschule; Career changes; Berufswechsel; Faktorenanalyse; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Arbeitsmilieu; Work attitude; Arbeitshaltung
Abstract	The purpose of this study was to explore associations between school principals' self-efficacy for instructional leadership, their perceptions of work-related demands and resources, emotional exhaustion, job satisfaction, and motivation to leave the principal position (quit). Four hundred and forty-seven principals in elementary school and high school participated in a survey study. Data were analyzed by means of confirmatory factor analyses and SEM analyses. Self-efficacy for instructional leadership was negatively associated with the perception of all job demands and positively associated with the perception of all job resources in the study. In the SEM analysis, the associations between: (1) self-efficacy; and (2) emotional exhaustion, job satisfaction, and motivation to quit were indirect, mediated through the perception of job demands and job resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01