Please use this identifier to cite or link to this item:
https://open.uns.ac.rs/handle/123456789/2711
DC Field | Value | Language |
---|---|---|
dc.contributor.author | NInković, Sanja | en |
dc.contributor.author | Knežević-Florić, Olivera | en |
dc.date.accessioned | 2019-09-23T10:23:12Z | - |
dc.date.available | 2019-09-23T10:23:12Z | - |
dc.date.issued | 2018-01-01 | en |
dc.identifier.issn | 17411432 | en |
dc.identifier.uri | https://open.uns.ac.rs/handle/123456789/2711 | - |
dc.description.abstract | © 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. | en |
dc.relation.ispartof | Educational Management Administration and Leadership | en |
dc.title | Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy | en |
dc.type | Journal/Magazine Article | en |
dc.identifier.doi | 10.1177/1741143216665842 | en |
dc.identifier.scopus | 2-s2.0-85038109077 | en |
dc.identifier.url | https://api.elsevier.com/content/abstract/scopus_id/85038109077 | en |
dc.relation.lastpage | 64 | en |
dc.relation.firstpage | 49 | en |
dc.relation.issue | 1 | en |
dc.relation.volume | 46 | en |
item.grantfulltext | none | - |
item.fulltext | No Fulltext | - |
crisitem.author.dept | Filozofski fakultet, Odsek za pedagogiju | - |
crisitem.author.parentorg | Filozofski fakultet | - |
Appears in Collections: | FF Publikacije/Publications |
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