Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy
The significant role of teacher-leaders has been acknowledged in educational studies throughout the globe. However, few studies have focused on the effect of teacher-leaders’ leadership on their teachers’ job attitudes. This study, grounded in social cognitive theory, explores the mediating role of teacher-leaders’ transformational leadership on the link between teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience, and collective teacher efficacy. The results of Structural Equation Modeling from a sample of 103 teacher-leaders and 506 teachers, indicated that transformational leadership fully mediated the relationship between teacher-leaders’ personality traits and collective teacher efficacy. Theoretical and practical implications are discussed.
Zadok, A., Benoliel, P., & Schechter, C. (2024). Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy. Teaching and Teacher Education 140, https://doi.org/10.1016/j.tate.2024.104482.
Last Updated Date : 30/07/2024