Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources

Autores
Sánchez Rosas, Javier; Dyzenchauz, Malena; Freiberg Hoffmann, Agustín; García Rubiano, Mónica; Okinishi, Mirai
Año de publicación
2023
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This study analyzes the relationships between transformational leadership and job resources' satisfaction with collective teacher self-efficacy. It also explores the mediating role of satisfaction with job resources between transformational leadership and collective teacher self-efficacy. Primary level teachers (N = 260) from different schools in Argentina participated in this study, ranging from 21 to 60 years old. Participants responded to scales that assessed transformational leadership, satisfaction with job resources (leader, task, team, organization), and collective teacher self-efficacy. SEM models were computed using Unweighted Least Squares estimation. First, we tested if participants distinguished between the thirteen primary constructs previously measured using confirmatory factor analysis. Then, a predictive model with the three main latent variables was specified, and each dimension's average scores were used as indicators. After minor changes, the measurement and predictive models fit the data satisfactorily. Specifically, transformational leadership was a direct predictor of satisfaction with job resources and an indirect and large predictor of collective teacher self-efficacy. In turn, satisfaction with job resources is the only direct and significant predictor of collective teacher self-efficacy. Altogether, the model explained 57% of the variance of collective teacher self-efficacy. This study demonstrates the capacity of transformational leadership behaviors of school principals to influence teacher outcomes variables.
Fil: Sánchez Rosas, Javier. Universidad Católica de Temuco; Chile
Fil: Dyzenchauz, Malena. Universidad Nacional de Córdoba. Instituto de Investigaciones Psicológicas. - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Psicológicas; Argentina. Universidad Nacional de Córdoba. Facultad de Psicología. Laboratorio de Evaluación Psicológica y Educativa; Argentina
Fil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas. Universidad de Buenos Aires; Argentina
Fil: García Rubiano, Mónica. Universidad Católica de Córdoba; Argentina
Fil: Okinishi, Mirai. Universidad Nacional de Córdoba. Facultad de Psicología; Argentina
Materia
ELEMENTARY SCHOOL
LEADERSHIP
PRINCIPALS
SCHOOL IMPROVEMENT
SELF-EFFICACY
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/224666
Acceder
id CONICETDig_f5c84f8a8fd2fea3e8626648dffaf259
oai_identifier_str oai:ri.conicet.gov.ar:11336/224666
network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job ResourcesSánchez Rosas, JavierDyzenchauz, MalenaFreiberg Hoffmann, AgustínGarcía Rubiano, MónicaOkinishi, MiraiELEMENTARY SCHOOLLEADERSHIPPRINCIPALSSCHOOL IMPROVEMENTSELF-EFFICACYhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5This study analyzes the relationships between transformational leadership and job resources' satisfaction with collective teacher self-efficacy. It also explores the mediating role of satisfaction with job resources between transformational leadership and collective teacher self-efficacy. Primary level teachers (N = 260) from different schools in Argentina participated in this study, ranging from 21 to 60 years old. Participants responded to scales that assessed transformational leadership, satisfaction with job resources (leader, task, team, organization), and collective teacher self-efficacy. SEM models were computed using Unweighted Least Squares estimation. First, we tested if participants distinguished between the thirteen primary constructs previously measured using confirmatory factor analysis. Then, a predictive model with the three main latent variables was specified, and each dimension's average scores were used as indicators. After minor changes, the measurement and predictive models fit the data satisfactorily. Specifically, transformational leadership was a direct predictor of satisfaction with job resources and an indirect and large predictor of collective teacher self-efficacy. In turn, satisfaction with job resources is the only direct and significant predictor of collective teacher self-efficacy. Altogether, the model explained 57% of the variance of collective teacher self-efficacy. This study demonstrates the capacity of transformational leadership behaviors of school principals to influence teacher outcomes variables.Fil: Sánchez Rosas, Javier. Universidad Católica de Temuco; ChileFil: Dyzenchauz, Malena. Universidad Nacional de Córdoba. Instituto de Investigaciones Psicológicas. - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Psicológicas; Argentina. Universidad Nacional de Córdoba. Facultad de Psicología. Laboratorio de Evaluación Psicológica y Educativa; ArgentinaFil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas. Universidad de Buenos Aires; ArgentinaFil: García Rubiano, Mónica. Universidad Católica de Córdoba; ArgentinaFil: Okinishi, Mirai. Universidad Nacional de Córdoba. Facultad de Psicología; ArgentinaGate Association for Teaching and Education2023-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/224666Sánchez Rosas, Javier; Dyzenchauz, Malena; Freiberg Hoffmann, Agustín; García Rubiano, Mónica; Okinishi, Mirai; Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources; Gate Association for Teaching and Education; International Journal of Instruction; 16; 1; 1-2023; 801-8201694-609X1308-1470CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.e-iji.net/dosyalar/iji_2023_1_45.pdfinfo:eu-repo/semantics/altIdentifier/doi/10.29333/iji.2023.16145ainfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-15T15:31:46Zoai:ri.conicet.gov.ar:11336/224666instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-15 15:31:46.522CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources
title Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources
spellingShingle Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources
Sánchez Rosas, Javier
ELEMENTARY SCHOOL
LEADERSHIP
PRINCIPALS
SCHOOL IMPROVEMENT
SELF-EFFICACY
title_short Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources
title_full Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources
title_fullStr Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources
title_full_unstemmed Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources
title_sort Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources
dc.creator.none.fl_str_mv Sánchez Rosas, Javier
Dyzenchauz, Malena
Freiberg Hoffmann, Agustín
García Rubiano, Mónica
Okinishi, Mirai
author Sánchez Rosas, Javier
author_facet Sánchez Rosas, Javier
Dyzenchauz, Malena
Freiberg Hoffmann, Agustín
García Rubiano, Mónica
Okinishi, Mirai
author_role author
author2 Dyzenchauz, Malena
Freiberg Hoffmann, Agustín
García Rubiano, Mónica
Okinishi, Mirai
author2_role author
author
author
author
dc.subject.none.fl_str_mv ELEMENTARY SCHOOL
LEADERSHIP
PRINCIPALS
SCHOOL IMPROVEMENT
SELF-EFFICACY
topic ELEMENTARY SCHOOL
LEADERSHIP
PRINCIPALS
SCHOOL IMPROVEMENT
SELF-EFFICACY
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv This study analyzes the relationships between transformational leadership and job resources' satisfaction with collective teacher self-efficacy. It also explores the mediating role of satisfaction with job resources between transformational leadership and collective teacher self-efficacy. Primary level teachers (N = 260) from different schools in Argentina participated in this study, ranging from 21 to 60 years old. Participants responded to scales that assessed transformational leadership, satisfaction with job resources (leader, task, team, organization), and collective teacher self-efficacy. SEM models were computed using Unweighted Least Squares estimation. First, we tested if participants distinguished between the thirteen primary constructs previously measured using confirmatory factor analysis. Then, a predictive model with the three main latent variables was specified, and each dimension's average scores were used as indicators. After minor changes, the measurement and predictive models fit the data satisfactorily. Specifically, transformational leadership was a direct predictor of satisfaction with job resources and an indirect and large predictor of collective teacher self-efficacy. In turn, satisfaction with job resources is the only direct and significant predictor of collective teacher self-efficacy. Altogether, the model explained 57% of the variance of collective teacher self-efficacy. This study demonstrates the capacity of transformational leadership behaviors of school principals to influence teacher outcomes variables.
Fil: Sánchez Rosas, Javier. Universidad Católica de Temuco; Chile
Fil: Dyzenchauz, Malena. Universidad Nacional de Córdoba. Instituto de Investigaciones Psicológicas. - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Psicológicas; Argentina. Universidad Nacional de Córdoba. Facultad de Psicología. Laboratorio de Evaluación Psicológica y Educativa; Argentina
Fil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas. Universidad de Buenos Aires; Argentina
Fil: García Rubiano, Mónica. Universidad Católica de Córdoba; Argentina
Fil: Okinishi, Mirai. Universidad Nacional de Córdoba. Facultad de Psicología; Argentina
description This study analyzes the relationships between transformational leadership and job resources' satisfaction with collective teacher self-efficacy. It also explores the mediating role of satisfaction with job resources between transformational leadership and collective teacher self-efficacy. Primary level teachers (N = 260) from different schools in Argentina participated in this study, ranging from 21 to 60 years old. Participants responded to scales that assessed transformational leadership, satisfaction with job resources (leader, task, team, organization), and collective teacher self-efficacy. SEM models were computed using Unweighted Least Squares estimation. First, we tested if participants distinguished between the thirteen primary constructs previously measured using confirmatory factor analysis. Then, a predictive model with the three main latent variables was specified, and each dimension's average scores were used as indicators. After minor changes, the measurement and predictive models fit the data satisfactorily. Specifically, transformational leadership was a direct predictor of satisfaction with job resources and an indirect and large predictor of collective teacher self-efficacy. In turn, satisfaction with job resources is the only direct and significant predictor of collective teacher self-efficacy. Altogether, the model explained 57% of the variance of collective teacher self-efficacy. This study demonstrates the capacity of transformational leadership behaviors of school principals to influence teacher outcomes variables.
publishDate 2023
dc.date.none.fl_str_mv 2023-01
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/224666
Sánchez Rosas, Javier; Dyzenchauz, Malena; Freiberg Hoffmann, Agustín; García Rubiano, Mónica; Okinishi, Mirai; Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources; Gate Association for Teaching and Education; International Journal of Instruction; 16; 1; 1-2023; 801-820
1694-609X
1308-1470
CONICET Digital
CONICET
url http://hdl.handle.net/11336/224666
identifier_str_mv Sánchez Rosas, Javier; Dyzenchauz, Malena; Freiberg Hoffmann, Agustín; García Rubiano, Mónica; Okinishi, Mirai; Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources; Gate Association for Teaching and Education; International Journal of Instruction; 16; 1; 1-2023; 801-820
1694-609X
1308-1470
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.e-iji.net/dosyalar/iji_2023_1_45.pdf
info:eu-repo/semantics/altIdentifier/doi/10.29333/iji.2023.16145a
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Gate Association for Teaching and Education
publisher.none.fl_str_mv Gate Association for Teaching and Education
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1846083452891299840
score 13.22299

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