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ERIC Number: EJ1040407
Record Type: Journal
Publication Date: 2013-Dec
Pages: 16
Abstractor: As Provided
Reference Count: 120
ISBN: N/A
ISSN: ISSN-1598-1037
Influential Factors for Knowledge Creation Practices of CTE Teachers: Mutual Impact of Perceived School Support, Transformational Leadership, and Work Engagement
Song, Ji Hoon; Bae, Sang Hoon; Park, Sunyoung; Kim, Hye Kyoung
Asia Pacific Education Review, v14 n4 p467-482 Dec 2013
This study examined the structural relationships among perceived school support, transformational leadership, teachers' work engagement, and teachers' knowledge creation practices. It also investigated the mediating effects of transformational leadership and work engagement in explaining the association between perceived school support and knowledge creation practices. Samples included 284 career and technical education teachers in the United States. Structural equation modeling was employed. Perceived school support was positively associated with transformational leadership and teachers' work engagement, but had no direct impact on knowledge creation practices. Transformational leadership was found to affect knowledge creation practices, but not work engagement of teachers. Although a supportive school climate had no direct relationship with knowledge creation practices, it indirectly affected this outcome variable through transformational leadership and teachers' work engagement. The results suggest that in order to increase teachers' knowledge creation activities, a supportive school climate should be provided with efforts to improve teachers' work engagement and transformational behaviors of the principal.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A