How authentic principal leadership influences teacher organisational identification via teacher academic optimism and collective responsibility: a moderated-mediation analysis
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Emerald Group Publishing Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
PurposeTeachers' organisational identification is crucial for the success of educational reform in the change process. This study investigates how and under what conditions authentic principal leadership contributes to teachers' organisational identification.Design/methodology/approachData collected from 7907 public high school teachers across T & uuml;rkiye were analysed using bootstrapping method. This research tested a moderated mediation model of authentic principal leadership effects on teachers' organisational identification by incorporating teacher academic optimism as a mediator, and teacher collective responsibility as a moderator.FindingsResults revealed significant direct and indirect effects of authentic principal leadership on the teachers' organisational identification via teacher academic optimism. Teacher collective responsibility significantly moderated the effects of authentic principal leadership on both teacher academic optimism and on teachers' organisational identification. The positive effects of authentic principal leadership were strengthened when the collective responsibility was higher.Originality/valueThis study integrates authentic leadership theory with social identity theory, which provides a more theoretically accurate understanding of how authentic principal leadership influences teachers' organisational identification.
Açıklama
Anahtar Kelimeler
Authentic principal leadership; Organisational identification; Teacher academic optimism; Teacher collective responsibility; Moderated mediation
Kaynak
Journal of Educational Administration
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
62
Sayı
5
