Dual Effects of Transformational Leadership on Teacher Efficacy in Close and Distant Leadership Situations

Autor/inn/en	Windlinger, Regula; Warwas, Julia; Hostettler, Ueli
Titel	Dual Effects of Transformational Leadership on Teacher Efficacy in Close and Distant Leadership Situations
Quelle	In: School Leadership & Management, 40 (2020) 1, S.64-87 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Windlinger, Regula) ORCID (Hostettler, Ueli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2019.1585339
Schlagwörter	Transformational Leadership; Teacher Effectiveness; Principals; Administrator Behavior; Self Efficacy; Teacher Attitudes; Foreign Countries; Teacher Administrator Relationship; School Administration; Public Schools; Preschools; Elementary Schools; Secondary Schools; Leadership Styles; Questionnaires; Switzerland; Multifactor Leadership Questionnaire + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Principal; Schulleiter; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Ausland; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Sekundarschule; Führungsstil; Fragebogen; Schweiz
Abstract	Although research generally attests to the beneficial role of transformational leadership (TL) for school effectiveness, little empirical work has distinguished individual- from group-focused dimensions of TL and analysed their relationships with target variables at the individual and group level of followers simultaneously. Using a dual effects model of TL, the present study aims to fill this gap. It examines the dimensional structure of principals' TL behaviours and their prognostic value for teachers' self- and group-referential efficacy beliefs. Additionally, contextual dependencies of leadership effects are considered through the moderating role of a principal's span of control. Based on questionnaire data of 1,702 teachers in 118 Swiss schools, doubly latent ML-SEMs specify moderated dual effects of TL on both teacher and school levels of analysis. Results convey empirically separable latent sub-dimensions of TL (individual-/group-focused), which (a) characterise systematic differences in the leadership behaviours of the investigated principals and (b) substantially predict variations in the mean-levels of both teacher and collective efficacy between their respective schools. TL-collective efficacy relations are stronger in close leadership situations (low span of control) than in distant ones. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01