学校中层领导的变革型领导力与组织复原力:学术重点的调节作用

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH European Journal of Education Pub Date : 2024-04-14 DOI:10.1111/ejed.12657
Ayala Zadok, Pascale Benoliel, Chen Schechter
{"title":"学校中层领导的变革型领导力与组织复原力:学术重点的调节作用","authors":"Ayala Zadok,&nbsp;Pascale Benoliel,&nbsp;Chen Schechter","doi":"10.1111/ejed.12657","DOIUrl":null,"url":null,"abstract":"<p>This study examines how teachers' perceptions of academic emphasis moderate the relationship between their middle leaders' transformational leadership and organizational resilience subdimensions (principal organizational resilience and faculty organizational resilience). Academic emphasis in schools prioritizes academic excellence in teaching and is crucial in evaluating school effectiveness. The study used a two-source survey design with self-report data from 609 participants in 103 secondary schools in Israel. The results indicate that academic emphasis moderates the relationship between transformational leadership's sub-dimensions (<i>idealized influence, inspirational motivation, individualized consideration</i> and <i>intellectual stimulation</i>) and principal organizational resilience but not faculty organizational resilience. The findings suggest that middle leaders can create a positive academic emphasis to optimize their transformational leadership's effects on organizational resilience. Theoretical and practical implications are discussed.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"59 3","pages":""},"PeriodicalIF":2.8000,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12657","citationCount":"0","resultStr":"{\"title\":\"School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis\",\"authors\":\"Ayala Zadok,&nbsp;Pascale Benoliel,&nbsp;Chen Schechter\",\"doi\":\"10.1111/ejed.12657\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study examines how teachers' perceptions of academic emphasis moderate the relationship between their middle leaders' transformational leadership and organizational resilience subdimensions (principal organizational resilience and faculty organizational resilience). Academic emphasis in schools prioritizes academic excellence in teaching and is crucial in evaluating school effectiveness. The study used a two-source survey design with self-report data from 609 participants in 103 secondary schools in Israel. The results indicate that academic emphasis moderates the relationship between transformational leadership's sub-dimensions (<i>idealized influence, inspirational motivation, individualized consideration</i> and <i>intellectual stimulation</i>) and principal organizational resilience but not faculty organizational resilience. The findings suggest that middle leaders can create a positive academic emphasis to optimize their transformational leadership's effects on organizational resilience. Theoretical and practical implications are discussed.</p>\",\"PeriodicalId\":47585,\"journal\":{\"name\":\"European Journal of Education\",\"volume\":\"59 3\",\"pages\":\"\"},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2024-04-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12657\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/ejed.12657\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ejed.12657","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

本研究探讨了教师对学术重点的看法如何调节其中层领导的变革型领导力与组织复原力子维度(校长组织复原力和教师组织复原力)之间的关系。学校的学术重视程度优先考虑教学中的学术卓越性,是评估学校效能的关键。本研究采用双源调查设计,从以色列 103 所中学的 609 名参与者那里获得了自我报告数据。研究结果表明,学术重视调节了变革型领导的子维度(理想化影响、鼓舞性激励、个性化考虑和智力激励)与校长组织复原力之间的关系,但没有调节教师组织复原力之间的关系。研究结果表明,中层领导可以创造一种积极的学术强调,以优化其变革型领导对组织复原力的影响。本文还讨论了其理论和实践意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

摘要图片

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis

This study examines how teachers' perceptions of academic emphasis moderate the relationship between their middle leaders' transformational leadership and organizational resilience subdimensions (principal organizational resilience and faculty organizational resilience). Academic emphasis in schools prioritizes academic excellence in teaching and is crucial in evaluating school effectiveness. The study used a two-source survey design with self-report data from 609 participants in 103 secondary schools in Israel. The results indicate that academic emphasis moderates the relationship between transformational leadership's sub-dimensions (idealized influence, inspirational motivation, individualized consideration and intellectual stimulation) and principal organizational resilience but not faculty organizational resilience. The findings suggest that middle leaders can create a positive academic emphasis to optimize their transformational leadership's effects on organizational resilience. Theoretical and practical implications are discussed.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
European Journal of Education
European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
0.00%
发文量
47
期刊介绍: The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.
期刊最新文献
Issue Information Digital Equity and Accessibility in Higher Education: Reaching the Unreached Gender Budgeting to Progress Gender+ Equality Through Primary Education Evaluating Higher Education Performance via Machine Learning During Disruptive Times: A Case of Applied Education in Türkiye Leveraging Communities of Practice for STEAM Education: A Study on Engagement and Professional Development
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1