NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1156998
Record Type: Journal
Publication Date: 2017-Nov
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1741-1432
The Relationships between School Autonomy Gap, Principal Leadership, Teachers' Job Satisfaction and Organizational Commitment
Dou, Diya; Devos, Geert; Valcke, Martin
Educational Management Administration & Leadership, v45 n6 p959-977 Nov 2017
This study examines the relationship between school autonomy gap, principal leadership, school climate, teacher psychological factors, teachers' job satisfaction and organizational commitment under the context of school autonomy reform. A path model has been developed to define the relationships between principal leadership and teachers' outcomes via mediating variables. Multiple-group comparison was used to explore the effect of school autonomy gap in this process. We collected the data through a survey carried out in 26 senior secondary schools in China. In total 528 teachers and 59 principals and assistant principals participated. The results suggest a significant influence of instructional and transformational leadership on teachers' job satisfaction and organizational commitment, mediated by the indirect impact of school climate and teachers' self-efficacy. School autonomy gap, which is closely related to principal leadership, emerged as an important influence in the path model.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Guangzhou); China (Beijing); China
Grant or Contract Numbers: N/A