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.