Unveiling the associations between principal self-efficacy, openness to change and transformational leadership: the mediating role of well-being

IF 2.1 4区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Administration Pub Date : 2024-07-31 DOI:10.1108/jea-11-2023-0284

Servet Özdemir, Ferudun Sezgin, Ali Çağatay Kılınç, Onur Erdoğan, Hatice Turan Bora

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引用次数: 0

Abstract

Purpose

The current study seeks to explore the links between principal self-efficacy, openness to change, well-being, and transformational leadership. Specifically, we tested a mediated-effects model where principal self-efficacy and openness to change were treated as independent variables, well-being as mediator, and transformational leadership as dependent variable.

Design/methodology/approach

Survey data were collected from 351 principals employed in Turkish schools and analysed using confirmatory factor analysis and structural equation modelling.

Findings

The results suggested the direct empirical relationship of principal self-efficacy and openness to change with transformational leadership, and indirect through professional well-being.

Originality/value

Our study enriched our understanding of school leadership by elucidating the potential mechanisms that underpin the implementation of transformational leadership practices.

查看原文本刊更多论文

揭示校长自我效能感、变革开放性与变革型领导力之间的关联：幸福感的中介作用

本研究旨在探讨校长自我效能感、变革开放性、幸福感和变革型领导力之间的联系。具体来说，我们测试了一个中介效应模型，该模型将校长自我效能感和变革开放性作为自变量，将幸福感作为中介变量，将变革型领导力作为因变量。研究结果表明，校长的自我效能感和变革开放性与变革型领导力之间存在直接的经验关系，而通过职业幸福感则存在间接关系。

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

Journal of Educational Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： ■Career incentives of elementary school principals ■Leadership style of principals ■Multi-level school leadership ■Organizational processes in schools ■Policy implementation ■Teaching administrative theory ■University teachers, researchers, and students of educational administration.