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The Multilevel Impact of Transformational Leadership on Teacher Commitment: Cognitive and Motivational Pathways

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Bibliographic Details
Title: The Multilevel Impact of Transformational Leadership on Teacher Commitment: Cognitive and Motivational Pathways
Language: English
Authors: Dumay, Xavier, Galand, Benoit
Source: British Educational Research Journal. 2012 38(5):703-729.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 27
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Elementary Secondary Education
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Motivation, Self Efficacy, Principals, School Culture, Transformational Leadership, Statistical Analysis, Questionnaires, Predictor Variables, Organizational Climate, Work Environment, Teacher Persistence, Hierarchical Linear Modeling, French
Geographic Terms: Belgium
DOI: 10.1080/01411926.2011.577889
ISSN: 0141-1926
Abstract: A growing body of research indicates that transformational leadership affects teachers' commitment to their school. The present study aims to investigate the processes explaining this effect at the organisational level. Using a sample of 660 teachers within 50 primary French-speaking Belgian schools, the authors test a model hypothesising that the impact of the school principal's transformational leadership (as an organisational-level construct) on teacher commitment to school is mediated by school culture strength (cognitive pathway) and teacher collective efficacy beliefs (motivational pathway). Results of multilevel analyses largely support the theoretical model, but show that schools have a limited impact on teacher commitment. (Contains 5 tables and 1 figure.)
Abstractor: As Provided
Number of References: 67
Entry Date: 2012
Accession Number: EJ979862
Database: ERIC
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Abstract:A growing body of research indicates that transformational leadership affects teachers' commitment to their school. The present study aims to investigate the processes explaining this effect at the organisational level. Using a sample of 660 teachers within 50 primary French-speaking Belgian schools, the authors test a model hypothesising that the impact of the school principal's transformational leadership (as an organisational-level construct) on teacher commitment to school is mediated by school culture strength (cognitive pathway) and teacher collective efficacy beliefs (motivational pathway). Results of multilevel analyses largely support the theoretical model, but show that schools have a limited impact on teacher commitment. (Contains 5 tables and 1 figure.)
ISSN:0141-1926
DOI:10.1080/01411926.2011.577889