Fostering teachers’ readiness for leadership roles: the dynamic interplay among positive school culture, affective-identity motivation to lead and teacher optimism

IF 2.4 Q3 MANAGEMENT

International Journal of Educational Management Pub Date : 2024-07-02 DOI:10.1108/ijem-04-2024-0202

Min Yang, Lei Mee Thien

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Abstract

PurposeThis study delves into the less-explored domain of teachers’ readiness for leadership roles by investigating the direct and indirect relationships between positive school culture and teachers' readiness for leadership roles through affective-identity motivation to lead, and teacher optimism.Design/methodology/approachThis study employed partial least squares structural equation modelling (WPLS-SEM) for data analysis. The data were gathered from 424 elementary school teachers who do not hold any leadership positions in Xi’an, China. A total of 391 samples were used after sampling weight adjustments.FindingsThere is a significant and positive direct relationship between positive school culture and teachers’ readiness for leadership roles. Affective-identity motivation to lead and teacher optimism emerged as significant mediators in this dynamic.Practical implicationsThis study complements and expands on the study of the relationship between positive school culture, affective-identity motivation to lead, teacher optimism and teachers' readiness for leadership role. This research has established a theoretical framework for school stakeholders to cultivate future teacher leaders.Originality/valueThese findings provide valuable theoretical insights into educational leadership literature and contribute to a more comprehensive understanding of the factors influencing teachers in assuming leadership roles, particularly in the context of Asian societies.

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培养教师为领导角色做好准备：积极的学校文化、领导的情感认同动机和教师的乐观主义之间的动态相互作用

目的本研究通过情感-认同领导动机和教师乐观主义，探讨积极的学校文化与教师领导角色准备度之间的直接和间接关系，从而深入研究教师领导角色准备度这一鲜有人涉足的领域。数据来自中国西安市 424 名未担任任何领导职务的小学教师。结果积极的学校文化与教师的领导角色准备度之间存在显著的正向直接关系。实践意义本研究是对积极的学校文化、领导的情感认同动机、教师的乐观情绪和教师的领导角色准备度之间关系研究的补充和拓展。本研究为学校利益相关者培养未来的教师领导者建立了一个理论框架。原创性/价值本研究结果为教育领导学文献提供了宝贵的理论见解，有助于更全面地了解影响教师担任领导角色的因素，尤其是在亚洲社会背景下。

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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.