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Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession

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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.
Keywords
Beginning teachers, transformational school leadership, teachers' self-efficacy, job attitudes, professional collegial support, SELF-DETERMINATION THEORY, ORGANIZATIONAL CITIZENSHIP BEHAVIOR, TURNOVER INTENTIONS, BEGINNING TEACHERS, PRINCIPAL LEADERSHIP, EFFICACY BELIEFS, SATISFACTION, COMMITMENT, WORK, MOTIVATION

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Citation

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MLA
Thomas, Laura, et al. “Transformational School Leadership as a Key Factor for Teachers’ Job Attitudes during Their First Year in the Profession.” EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP, vol. 48, no. 1, 2020, pp. 106–32.
APA
Thomas, L., Tuytens, M., Devos, G., Kelchtermans, G., & Vanderlinde, R. (2020). Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession. EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP, 48(1), 106–132.
Chicago author-date
Thomas, Laura, Melissa Tuytens, Geert Devos, Geert Kelchtermans, and Ruben Vanderlinde. 2020. “Transformational School Leadership as a Key Factor for Teachers’ Job Attitudes during Their First Year in the Profession.” EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP 48 (1): 106–32.
Chicago author-date (all authors)
Thomas, Laura, Melissa Tuytens, Geert Devos, Geert Kelchtermans, and Ruben Vanderlinde. 2020. “Transformational School Leadership as a Key Factor for Teachers’ Job Attitudes during Their First Year in the Profession.” EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP 48 (1): 106–132.
Vancouver
1.
Thomas L, Tuytens M, Devos G, Kelchtermans G, Vanderlinde R. Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession. EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP. 2020;48(1):106–32.
IEEE
[1]
L. Thomas, M. Tuytens, G. Devos, G. Kelchtermans, and R. Vanderlinde, “Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession,” EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP, vol. 48, no. 1, pp. 106–132, 2020.
@article{8565226,
  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.},
  author       = {Thomas, Laura and Tuytens, Melissa and Devos, Geert and Kelchtermans, Geert and Vanderlinde, Ruben},
  issn         = {1741-1432},
  journal      = {EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP},
  keywords     = {Beginning teachers,transformational school leadership,teachers' self-efficacy,job attitudes,professional collegial support,SELF-DETERMINATION THEORY,ORGANIZATIONAL CITIZENSHIP BEHAVIOR,TURNOVER INTENTIONS,BEGINNING TEACHERS,PRINCIPAL LEADERSHIP,EFFICACY BELIEFS,SATISFACTION,COMMITMENT,WORK,MOTIVATION},
  language     = {eng},
  number       = {1},
  pages        = {106--132},
  title        = {Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession},
  url          = {http://dx.doi.org/10.1177/1741143218781064},
  volume       = {48},
  year         = {2020},
}

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