Supervisors' Leadership Styles' Influence on Foreign Teachers' Self-Efficacy in a Cross-Cultural Work Setting: A Moderated Mediation Analysis

Autor/inn/en	Gumah, Bernard; Wenbin, Liu; Aziabah, Maxwell Akansina
Titel	Supervisors' Leadership Styles' Influence on Foreign Teachers' Self-Efficacy in a Cross-Cultural Work Setting: A Moderated Mediation Analysis
Quelle	In: SAGE Open, 11 (2021) 1, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gumah, Bernard) ORCID (Aziabah, Maxwell Akansina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244021994546
Schlagwörter	Supervisors; Self Efficacy; Leadership Styles; Transformational Leadership; Foreign Nationals; Foreign Countries; Feedback (Response); Supervisor Supervisee Relationship; Correlation; Path Analysis; Teacher Attitudes; Cultural Differences; Acculturation; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Questionnaires; China; Multifactor Leadership Questionnaire + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Führungsstil; Ausländer; Ausländerin; Ausland; Korrelation; Pfadanalyse; Lehrerverhalten; Kultureller Unterschied; Akkulturation; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen
Abstract	Leadership style impacts on the manner and frequency of feedback transmission. However, communication challenges between superiors and subordinates originate from cultural differences, which undermine the usefulness of feedback. The study tested leadership style's effect on self-efficacy through a moderated mediation approach, examined through the lens of the cross-cultural adaptation theory. Path analysis conducted on data from 281 foreign teachers in Chengdu, China, revealed that there is a positive effect of Chinese supervisors' leadership styles on foreign teacher's self-efficacy. Leadership style similarly has an influence on the nature of feedback. And the nature of feedback in turn mediates leadership style and self-efficacy. We establish in particular that transactional and transformational leadership styles, through the nature of feedback, influence self-efficacy of foreign teachers. Moreover, the association between the nature of feedback and self-efficacy is moderated by the perceived value of feedback. Employees' perceptions are also found to be crucial in determining the value of feedback. It is thus imperative for supervisors and managers working with foreigners as subordinates to figure out when and how to provide valuable feedback. We conclude with suggested areas for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01