The interplay of contextual leadership and teacher-related organizational outcomes: The mediating role of group cohesion

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mohammad Noman, Jianmei Xu, Amrita Kaur, Kaili Fang
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引用次数: 0

Abstract

Recent studies have increasingly highlighted the need for contextual leadership practices within educational settings, however, there remains a notable lack of clarity regarding the specific influence of these practices on crucial organizational outcomes. The present study seeks to address this gap by investigating the relationships between contextual leadership and three key school outcomes: organizational citizenship behavior, group identity, and autonomous motivation for teaching. Additionally, the study examines group cohesion as a potential mediator in these relationships. To achieve this, a cross-sectional survey involving 1617 teachers was conducted, and the data were analyzed using structural equation modeling. The findings indicate positive correlations between contextual leadership and the three targeted outcomes: Organizational citizenship behavior, group identity, and autonomous motivation for teaching. Moreover, the study confirms the mediating role of group cohesion in these relationships. The finding underscores the importance of fostering shared identity and purpose within educational institutions to enhance desired outcomes. This study's implications extend to theoretical and practical domains, offering valuable insights for scholars, practitioners, and policymakers. Ultimately, the study advocates for a strategic focus on cultivating a cohesive and purpose-driven community to optimize educational achievements and teacher engagement.
情境领导力与教师相关组织成果的相互作用:群体凝聚力的中介作用
最近的研究越来越多地强调了在教育环境中开展情境领导实践的必要性,然而,关于这些实践对关键组织成果的具体影响,仍然明显缺乏清晰的认识。本研究试图通过调查情境领导力与三个关键学校成果(组织公民行为、群体认同和自主教学动机)之间的关系来弥补这一不足。此外,本研究还将群体凝聚力视为这些关系中的潜在中介。为此,研究人员对 1617 名教师进行了横截面调查,并采用结构方程模型对数据进行了分析。研究结果表明,情境领导力与三个目标结果之间存在正相关关系:组织公民行为、群体认同和教学自主动机。此外,研究还证实了群体凝聚力在这些关系中的中介作用。这一发现强调了在教育机构中培养共同的认同感和目标以提高预期结果的重要性。本研究的意义延伸到理论和实践领域,为学者、从业人员和政策制定者提供了宝贵的见解。最终,本研究提倡将战略重点放在培养一个具有凝聚力和目标驱动力的社区上,以优化教育成果和教师的参与度。
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
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
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