Ideological Leadership in Public Schools

Autor/inn/en	Eyal, Ori; Schwartz, Talya R.; Berkovich, Izhak
Titel	Ideological Leadership in Public Schools
Quelle	In: Journal of Educational Administration, 58 (2020) 3, S.303-320 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eyal, Ori)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-08-2019-0131
Schlagwörter	Foreign Countries; Ideology; Transformational Leadership; Public Schools; Educational Administration; Elementary Schools; Likert Scales; Construct Validity; Predictive Validity; Political Socialization; Israel + Suchen Sie Ihr Suchwort? Ausland; Ideologie; Public school; Öffentliche Schule; Bildungsverwaltung; Schuladministration; Schulverwaltung; Elementary school; Grundschule; Volksschule; Likert-Skala; Politische Sozialisation
Abstract	Purpose: This study aims to explore the conception and construct of ideological leadership (IL) as it relates to public organizations, such as public schools, and to validate a tool for its measurement in this setting. Design/methodology/approach: Data was collected from 633 teachers working at 69 randomly-sampled Israeli public schools. In each school, an average of nine (SD = 2) randomly-sampled teachers completed questionnaires that measure IL, transformational leadership, organizational commitment, leader-member exchange and motivational factors. The data underwent validity and hypotheses tests. Findings: The hypothesized presence of the personalized and socialized IL orientations among public-school principals has been confirmed. Only personalized IL predicted teachers' outcomes above and beyond transformational leadership, affecting measures of organizational commitment, leader-member exchange and controlled motivation. Originality/value: New evidence supports the validity of this proposed measurement tool. New evidence also suggests that although ideology has been known to be a factor of charismatic leadership, IL in close public-school settings accentuates practices of control, rather than proselytizing coherent worldviews to teachers. This, in turn, may have a deleterious influence on work outcomes and outweigh the possible benefits of IL. Accordingly, it is suggested that school leaders should critically consider the desirability of embracing ideological zeal as part of their leadership tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01