Transformational School Leadership as a Key Factor for Teachers' Job Attitudes during Their First Year in the Profession
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| Title: | Transformational School Leadership as a Key Factor for Teachers' Job Attitudes during Their First Year in the Profession |
|---|---|
| Language: | English |
| Authors: | Thomas, Laura (ORCID |
| Source: | Educational Management Administration & Leadership. Jan 2020 48(1):106-132. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Transformational Leadership, Teacher Attitudes, Job Satisfaction, Beginning Teachers, Self Efficacy, Principals, Elementary School Teachers, Teacher Administrator Relationship, Collegiality, Teacher Motivation |
| DOI: | 10.1177/1741143218781064 |
| ISSN: | 1741-1432 |
| Abstract: | Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers' intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e. transformational leadership of the principal, professional collegial support) and the teacher level (i.e. self-efficacy) influencing these job attitudes. A sample of 292 first-year primary-school teachers participated. The results of the path analysis demonstrated that transformational leadership of the principal is directly related to teachers' job attitudes in a positive way. Moreover, transformational leadership of the principal is also indirectly related to these attitudes, via both professional collegial support and teachers' self-efficacy. Implications for the supportive role of the principal in the teachers' first year in the profession are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1237904 |
| Database: | ERIC |
| Abstract: | Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers' intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e. transformational leadership of the principal, professional collegial support) and the teacher level (i.e. self-efficacy) influencing these job attitudes. A sample of 292 first-year primary-school teachers participated. The results of the path analysis demonstrated that transformational leadership of the principal is directly related to teachers' job attitudes in a positive way. Moreover, transformational leadership of the principal is also indirectly related to these attitudes, via both professional collegial support and teachers' self-efficacy. Implications for the supportive role of the principal in the teachers' first year in the profession are discussed. |
|---|---|
| ISSN: | 1741-1432 |
| DOI: | 10.1177/1741143218781064 |
