Principal's abusive leadership and teachers' intrinsic and extrinsic motivations: the moderating roles of duration of relationship and group size

IF 2.4 Q3 MANAGEMENT

International Journal of Educational Management Pub Date : 2024-01-25 DOI:10.1108/ijem-10-2023-0533

Tahani Hassan, Izhak Berkovich

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引用次数: 0

Abstract

Purpose

This study investigated the relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations, exploring the potential moderating effects of the duration of the relationship and group size within educational settings.

Design/methodology/approach

Data were collected from a sample of teachers in Bahrain, using self-report measures. The data were analyzed using regression analyses.

Findings

The findings reveal a significant negative relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations. The results also show that the duration of the relationship moderates the correlation between abusive leadership and teachers' extrinsic motivation, with teachers who have been in longer relationships with their principals showing greater resistance to the detrimental effects of abusive leadership on their extrinsic motivation. Group size was found to moderate this correlation, with larger groups exhibiting stronger buffering against the negative effect of abusive leadership.

Originality/value

The findings provide valuable insights into the dynamics of abusive leadership in educational settings and the potential moderating factors that can help alleviate its detrimental effects on teachers' motivations.

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校长的辱骂式领导与教师的内在和外在动机：关系持续时间和群体规模的调节作用

目的本研究调查了校长滥用职权与教师内在和外在动机之间的关系，并探讨了教育环境中校长滥用职权与教师内在和外在动机之间关系的持续时间和群体规模的潜在调节作用。研究结果研究结果表明，校长的滥用性领导与教师的内在和外在动机之间存在显著的负相关关系。结果还显示，关系的持续时间调节了滥用型领导与教师外在动机之间的相关性，与校长关系持续时间较长的教师更能抵御滥用型领导对其外在动机的不利影响。研究结果对教育环境中滥用领导力的动态以及有助于减轻其对教师外在动机不利影响的潜在调节因素提供了有价值的见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Educational Management MANAGEMENT-

CiteScore

4.30

自引率

8.30%

发文量

期刊介绍： The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.