Literaturnachweis - Detailanzeige
| Autor/inn/en | Damanik, Enceria; Aldridge, Jill |
|---|---|
| Titel | Transformational Leadership and Its Impact on School Climate and Teachers' Self-Efficacy in Indonesian High Schools |
| Quelle | In: Journal of School Leadership, 27 (2017) 2, S.269-296 (28 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| DOI | 10.1177/105268461702700205 |
| Schlagwörter | Correlation; Principals; Instructional Leadership; Educational Environment; Self Efficacy; Participative Decision Making; Collegiality; Work Environment; Professional Autonomy; Structural Equation Models; Teacher Characteristics; Teacher Administrator Relationship; High School Teachers; Teacher Attitudes; Leadership Styles; Foreign Countries; Transformational Leadership; Indonesia Korrelation; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-efficacy; Selbstwirksamkeit; Kollegialität; Arbeitsmilieu; Berufsfreiheit; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Führungsstil; Ausland; Indonesien |
| Abstract | This study examined the relationships between principals' leadership, school climate, and teachers' sense of self-efficacy. Drawing on existing scales, this study examined six aspects of principal leadership (professional interaction, participatory decision-making, individual support, intellectual stimulation and moral perspective) and four school climate factors (staff collegiality, goal consensus, work pressure, resource adequacy, and staff freedom). The participants included 604 Indonesian teachers drawn from 27 high schools. The data were analysed using Structural Equation Modeling. The results indicated statistically significant and positive relationships between leadership style, school climate, and teacher self-efficacy. With the exception of individual support, the relationships between principal leadership and teacher self-efficacy were largely indirect, mediated through staff collegiality and goal consensus. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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