How authentic principal leadership influences teacher organisational identification via teacher academic optimism and collective responsibility: a moderated-mediation analysis

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dc.authoridOzdemir, Murat/0000-0002-1166-6831
dc.authoridKARATAS, Erdem/0000-0002-7841-4815
dc.authoridVURAL, GURSEN/0000-0002-2858-2845
dc.contributor.authorKaratas, Erdem
dc.contributor.authorOzdemir, Murat
dc.contributor.authorVural, Gursen
dc.date.accessioned2025-01-21T16:41:29Z
dc.date.available2025-01-21T16:41:29Z
dc.date.issued2024
dc.departmentKırıkkale Üniversitesi
dc.description.abstractPurposeTeachers' 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.
dc.identifier.doi10.1108/JEA-09-2023-0212
dc.identifier.endpage527
dc.identifier.issn0957-8234
dc.identifier.issn1758-7395
dc.identifier.issue5
dc.identifier.scopus2-s2.0-85199160039
dc.identifier.scopusqualityQ2
dc.identifier.startpage513
dc.identifier.urihttps://doi.org/10.1108/JEA-09-2023-0212
dc.identifier.urihttps://hdl.handle.net/20.500.12587/24896
dc.identifier.volume62
dc.identifier.wosWOS:001273922700001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEmerald Group Publishing Ltd
dc.relation.ispartofJournal of Educational Administration
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241229
dc.subjectAuthentic principal leadership; Organisational identification; Teacher academic optimism; Teacher collective responsibility; Moderated mediation
dc.titleHow authentic principal leadership influences teacher organisational identification via teacher academic optimism and collective responsibility: a moderated-mediation analysis
dc.typeArticle

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