Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources

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datacite.alternateIdentifier.citationINTERNATIONAL JOURNAL OF INSTRUCTION,Vol.16,801-820,2023
datacite.creatorSanchez Rosas, Javier
datacite.creatorDyzenchauz, Malena
datacite.creatorFreiberg, Agustin
datacite.creatorRubiano, Monica Garcia
datacite.creatorOkinishi, Mirai
datacite.date2023
datacite.subject.englishleadership
datacite.subject.englishself-efficacy
datacite.subject.englishelementary school
datacite.subject.englishschool improvement
datacite.subject.englishprincipals
datacite.titleTransformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources
dc.date.accessioned2023-06-08T15:48:08Z
dc.date.available2023-06-08T15:48:08Z
dc.description.abstractThis study analyzes the relationships between transformational leadership and job resources' satisfaction with collective teacher self-efficacy. It also explores the mediating role of satisfaction with job resources between transformational leadership and collective teacher self-efficacy. Primary level teachers (N = 260) from different schools in Argentina participated in this study, ranging from 21 to 60 years old. Participants responded to scales that assessed transformational leadership, satisfaction with job resources (leader, task, team, organization), and collective teacher self-efficacy. SEM models were computed using Unweighted Least Squares estimation. First, we tested if participants distinguished between the thirteen primary constructs previously measured using confirmatory factor analysis. Then, a predictive model with the three main latent variables was specified, and each dimension's average scores were used as indicators. After minor changes, the measurement and predictive models fit the data satisfactorily. Specifically, transformational leadership was a direct predictor of satisfaction with job resources and an indirect and large predictor of collective teacher self-efficacy. In turn, satisfaction with job resources is the only direct and significant predictor of collective teacher self-efficacy. Altogether, the model explained 57% of the variance of collaborative teacher self-efficacy. This study demonstrates the capacity of transformational leadership behaviors of school principals to influence teacher outcomes variables.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5226
dc.language.isoen
dc.publisherGATE ASSOC TEACHING & EDUCATION-GATE. SWITZERLAND
dc.sourceINTERNATIONAL JOURNAL OF INSTRUCTION
oaire.resourceTypeArticle
uct.indizacionESCI
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