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https://open.uns.ac.rs/handle/123456789/2711
Nаziv: | Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy | Аutоri: | NInković, Sanja Knežević-Florić, Olivera |
Dаtum izdаvаnjа: | 1-јан-2018 | Čаsоpis: | Educational Management Administration and Leadership | Sažetak: | © 2016, © The Author(s) 2016. Although scholars have acknowledged the role of collaborative relationships of teachers in improving the quality of instruction, teacher collective efficacy continues to be a neglected construct in educational research. The purpose of this paper is to explore the relations between transformational school leadership, teacher self-efficacy and perceived collective teacher efficacy, using a sample of 120 permanent secondary-school teachers in Serbia, whose average age was 42.5. The results of the hierarchical regression analysis showed that transformational school leadership and teacher self-efficacy were independent predictors of teacher collective efficacy. The research findings also showed that individually-focused transformational leadership contributed significantly to an explanation of collective efficiency after controlling specific predictor effects of group-focused dimensions of transformational leadership. It is argued that the results have a double meaning. First, this study expanded the understanding of the relationship between different dimensions of transformational school leadership and collective teacher efficacy. Second, a contribution of teacher self-efficacy to collective efficacy beliefs was established, confirming the assumptions of social cognitive theory on reciprocal causality between two types of perceived efficacy: individual and collective. | URI: | https://open.uns.ac.rs/handle/123456789/2711 | ISSN: | 17411432 | DOI: | 10.1177/1741143216665842 |
Nаlаzi sе u kоlеkciјаmа: | FF Publikacije/Publications |
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