NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ979862
Record Type: Journal
Publication Date: 2012
Pages: 27
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-0141-1926
The Multilevel Impact of Transformational Leadership on Teacher Commitment: Cognitive and Motivational Pathways
Dumay, Xavier; Galand, Benoit
British Educational Research Journal, v38 n5 p703-729 2012
A growing body of research indicates that transformational leadership affects teachers' commitment to their school. The present study aims to investigate the processes explaining this effect at the organisational level. Using a sample of 660 teachers within 50 primary French-speaking Belgian schools, the authors test a model hypothesising that the impact of the school principal's transformational leadership (as an organisational-level construct) on teacher commitment to school is mediated by school culture strength (cognitive pathway) and teacher collective efficacy beliefs (motivational pathway). Results of multilevel analyses largely support the theoretical model, but show that schools have a limited impact on teacher commitment. (Contains 5 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium