Journal of Educational Administration最新文献

Profiling teacher leaders through entrepreneurial behaviours: a cluster analysis 通过创业行为剖析教师领导：聚类分析

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-09-11 DOI: 10.1108/jea-03-2024-0079

Chun Sing Maxwell Ho, Ori Eyal, Thomas Wing Yan Man

{"title":"Profiling teacher leaders through entrepreneurial behaviours: a cluster analysis","authors":"Chun Sing Maxwell Ho, Ori Eyal, Thomas Wing Yan Man","doi":"10.1108/jea-03-2024-0079","DOIUrl":"https://doi.org/10.1108/jea-03-2024-0079","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Literature on teacher leadership highlights a significant gap in understanding the role of teacher leaders (TLs) as entrepreneurs. This research aims to bridge this gap by examining the multifaceted entrepreneurial dimension of teacher leadership. It specifically focuses on providing a comprehensive profile of these leaders and assessing their perceived influence on teachers’ outcome, which are important for improving school performance.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>A two-step clustering procedure was utilized to discern profiles of teacher leaders’ entrepreneurial behaviours, sampling 586 participants in a teacher leader training program. To assess mean differences in relation to perceived influence on teacher outcomes (i.e. job satisfaction, intrateam trust and innovative teaching practices) among these clusters, two-way contingency table analysis and MANOVA were conducted.</p>\u0000<h3>Findings</h3>\u0000<p>We identified three teacher-leader profiles: congenial facilitators, champion-leaders and executors. Our findings reveal the unique strengths and weaknesses of each profile and their contributions to job satisfaction, intrateam trust and innovative teaching practices.</p>\u0000<h3>Originality/value</h3>\u0000<p>This study is innovative in its detailed examination of teacher leadership through the lens of Teacher Entrepreneurial Behaviour (TEB), providing new perspectives on the intricate relationships between teacher leaders' TEB and their perceived influences. This deeper insight emphasizes the important role of entrepreneurial behaviours within teacher leadership, suggesting new directions for further research and development in educational leadership practices.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"42 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142177228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School leadership in a non-western context: how is paternalistic leadership related to teacher well-being and commitment in collectivist versus individualistic school cultures? 非西方背景下的学校领导力：在集体主义与个人主义的学校文化中，家长式领导与教师的幸福和承诺有何关系？

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-08-23 DOI: 10.1108/jea-01-2024-0002

Mehmet Şükrü Bellibaş, Mahmut Polatcan, Muaz Özcan, Muhammet İbrahim Akyürek

{"title":"School leadership in a non-western context: how is paternalistic leadership related to teacher well-being and commitment in collectivist versus individualistic school cultures?","authors":"Mehmet Şükrü Bellibaş, Mahmut Polatcan, Muaz Özcan, Muhammet İbrahim Akyürek","doi":"10.1108/jea-01-2024-0002","DOIUrl":"https://doi.org/10.1108/jea-01-2024-0002","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The present study aims to examine the moderation role of school culture attributes (individualism versus collectivism) in the relationship between paternalistic leadership and teacher commitment, mediated by teacher well-being.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>The data included 1,152 teachers across 104 schools in Türkiye using a multilevel moderated mediation SEM model to test relevant hypotheses.</p>\u0000<h3>Findings</h3>\u0000<p>The results showed that teacher well-being fully mediates the relationship between perceived paternalistic principal leadership and teacher commitment. Additionally, the collectivist orientation of school culture influences the strength of the association between paternalistic leadership and teacher commitment indirectly through well-being. More precisely, paternalistic leadership has a stronger link to teacher well-being and commitment when teachers identify the culture of their schools as relatively more collectivist.</p>\u0000<h3>Originality/value</h3>\u0000<p>This study offers empirical evidence of paternalistic school leadership in promoting teacher well-being and commitment depending on the school culture in a non-western country context.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"12 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142177229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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

IF 1.6 4区教育学

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

{"title":"Unveiling the associations between principal self-efficacy, openness to change and transformational leadership: the mediating role of well-being","authors":"Servet Özdemir, Ferudun Sezgin, Ali Çağatay Kılınç, Onur Erdoğan, Hatice Turan Bora","doi":"10.1108/jea-11-2023-0284","DOIUrl":"https://doi.org/10.1108/jea-11-2023-0284","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>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.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Survey data were collected from 351 principals employed in Turkish schools and analysed using confirmatory factor analysis and structural equation modelling.</p>\u0000<h3>Findings</h3>\u0000<p>The results suggested the direct empirical relationship of principal self-efficacy and openness to change with transformational leadership, and indirect through professional well-being.</p>\u0000<h3>Originality/value</h3>\u0000<p>Our study enriched our understanding of school leadership by elucidating the potential mechanisms that underpin the implementation of transformational leadership practices.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"21 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141873453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How authentic principal leadership influences teacher organisational identification via teacher academic optimism and collective responsibility: a moderated-mediation analysis 真实的校长领导力如何通过教师的学术乐观主义和集体责任感影响教师的组织认同：调节中介分析

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-07-24 DOI: 10.1108/jea-09-2023-0212

Erdem Karataş, Murat Özdemir, Gürsen Vural

{"title":"How authentic principal leadership influences teacher organisational identification via teacher academic optimism and collective responsibility: a moderated-mediation analysis","authors":"Erdem Karataş, Murat Özdemir, Gürsen Vural","doi":"10.1108/jea-09-2023-0212","DOIUrl":"https://doi.org/10.1108/jea-09-2023-0212","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Teachers’ organisational identification is crucial for the success of educational reform in the change process. This study investigates how and under what conditions authentic principal leadership contributes to teachers’ organisational identification.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Data collected from 7907 public high school teachers across Türkiye were analysed using bootstrapping method. This research tested a moderated mediation model of authentic principal leadership effects on teachers’ organisational identification by incorporating teacher academic optimism as a mediator, and teacher collective responsibility as a moderator.</p>\u0000<h3>Findings</h3>\u0000<p>Results revealed significant direct and indirect effects of authentic principal leadership on the teachers’ organisational identification via teacher academic optimism. Teacher collective responsibility significantly moderated the effects of authentic principal leadership on both teacher academic optimism and on teachers’ organisational identification. The positive effects of authentic principal leadership were strengthened when the collective responsibility was higher.</p>\u0000<h3>Originality/value</h3>\u0000<p>This study integrates authentic leadership theory with social identity theory, which provides a more theoretically accurate understanding of how authentic principal leadership influences teachers’ organisational identification.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"70 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141783445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leading a successful rural school in Australia 在澳大利亚领导一所成功的乡村学校

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-05-31 DOI: 10.1108/jea-02-2024-0037

Christopher Hudson

{"title":"Leading a successful rural school in Australia","authors":"Christopher Hudson","doi":"10.1108/jea-02-2024-0037","DOIUrl":"https://doi.org/10.1108/jea-02-2024-0037","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper presents a case study of successful rural school leadership in Victoria, Australia. The purpose of the paper is to identify how particular leadership practices were adapted to secure rural school success.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>The author used the International Successful School Principalship Project research protocols to develop a multiple-perspective, mixed-method case study that investigated the principal's leadership at the school.</p>\u0000<h3>Findings</h3>\u0000<p>The findings illustrate how the leadership practices of the principal healed the fractured school–community relationships, which allowed the school community to work together towards a common school vision. A key factor in the school's success was the principal's personal connection to the local rural community of which he was a part. This notion of native connection could have practical implications for the recruitment and retention of rural principals in the future.</p>\u0000<h3>Originality/value</h3>\u0000<p>Whilst it is widely acknowledged that principals need to consider their school and community contexts when making leadership decisions, there have been few studies that have focussed on understanding how this can be achieved in the context of rural schools. This case provides a rich account of a principal's leadership practices in one successful school in rural Australia.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"64 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141197339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Resilience and purpose as predictors of Portuguese school leaders' work well-being 复原力和目标是葡萄牙学校领导工作幸福感的预测因素

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-05-07 DOI: 10.1108/jea-06-2023-0140

José Castro Silva, Ana Patricia Almeida, Patricia Pacheco, Marco Ferreira

{"title":"Resilience and purpose as predictors of Portuguese school leaders' work well-being","authors":"José Castro Silva, Ana Patricia Almeida, Patricia Pacheco, Marco Ferreira","doi":"10.1108/jea-06-2023-0140","DOIUrl":"https://doi.org/10.1108/jea-06-2023-0140","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Resilience and purpose have been associated with work well-being. However, limited empirical evidence exists on the liaison between these constructs and Portuguese school leaders' psychological and physical distress and work well-being. This study explored the relationships between resilience, purpose, and well-being in 921 teachers who perform leadership roles in Portuguese schools.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Participants filled out an online self-report questionnaire, providing information on sociodemographic variables. Additionally, they responded to four questionnaires evaluating purpose (PURP), resilience (RES), psychological distress (PsyD), physical distress (PhyD), and work well-being (WWB). Data were analysed through structural equation modelling and mediation analysis.</p>\u0000<h3>Findings</h3>\u0000<p>The findings show that psychological and physical distress negatively predict school leadership work well-being, whereas resilience and purpose positively predict work well-being. The mediating analysis revealed one indirect mediation effect: resilience buffered the psychological distress and work well-being relationship.</p>\u0000<h3>Originality/value</h3>\u0000<p>The main findings align with existing literature and uniquely contribute to understanding the interplay between resilience, purpose, psychological and physical distress, and work well-being. This study provides empirical support for a conceptual model claiming that purpose and resilience promote school leaders' work well-being.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"185 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140929832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School leadership and teaching practice: a systematic review of studies of the indirect effects 学校领导力与教学实践：间接影响研究的系统回顾

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-05-03 DOI: 10.1108/jea-08-2023-0190

Stefan Ninković, Olivera Knežević Florić

{"title":"School leadership and teaching practice: a systematic review of studies of the indirect effects","authors":"Stefan Ninković, Olivera Knežević Florić","doi":"10.1108/jea-08-2023-0190","DOIUrl":"https://doi.org/10.1108/jea-08-2023-0190","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Since teaching practice is the most important within-school determinant of student learning outcomes, a deepened understanding of how and why school leadership contributes to effective teaching is needed. This article aimed to systematically review the knowledge that has been accumulated about the indirect relations between school leadership and instructional practices.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the selection of relevant articles from the databases Scopus and Google Scholar. Twenty-six published works met the eligibility criteria and were included in the narrative synthesis and content analysis.</p>\u0000<h3>Findings</h3>\u0000<p>The most frequently measured mediators of the effects of school leadership on teaching practice were teacher collaboration, professional learning and teacher self-efficacy. Most studies simultaneously modeled multiple mediated pathways from school leadership to teaching practice. However, only a few analyzed studies used time lags when examining relationships between constructs.</p>\u0000<h3>Originality/value</h3>\u0000<p>This is the first study to systematically review knowledge on pathways through which school leadership is related to classroom instruction. Thus, this review provides a comprehensive understanding of processes through which school leadership achieves its effects on instructional practices.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"105 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140836190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Challenges to the sustainability of Irish post-primary school leadership: the role of distributed leadership 爱尔兰小学后学校领导层可持续性面临的挑战：分布式领导的作用

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-04-29 DOI: 10.1108/jea-05-2023-0108

Niamh Hickey, Aishling Flaherty, Patricia Mannix McNamara

{"title":"Challenges to the sustainability of Irish post-primary school leadership: the role of distributed leadership","authors":"Niamh Hickey, Aishling Flaherty, Patricia Mannix McNamara","doi":"10.1108/jea-05-2023-0108","DOIUrl":"https://doi.org/10.1108/jea-05-2023-0108","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>There is currently a shortage of applications for the role of principal. There are a range of factors contributing to this, one of which may be the considerable levels of stress and burnout reported by principals and deputy principals. Distributed leadership may offer some solutions to this challenge. This study aimed to explore the lived experiences of distributed leadership from a role sustainability perspective of school principals and deputy principals.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>This paper follows a qualitative interpretivist approach based upon 15 semi-structured interviews with principals and deputy principals working in Irish post-primary schools. Data were analysed via thematic analysis.</p>\u0000<h3>Findings</h3>\u0000<p>Results indicate challenges to the sustainability of the role of senior school leaders comprising administrative overload, policy proliferation and challenges due to the complexity and breadth of the role of these school leaders. It was reported that engagement with distributed leadership could aid the sustainability of participants in their roles and the importance of focusing on well-being practices was also highlighted.</p>\u0000<h3>Practical implications</h3>\u0000<p>Recommendations include the need to reconsider policy proliferation and the need to reconceptualise school leadership. Further consideration regarding how distributed leadership can aid the sustainability of the role of senior school leaders, without adversely contributing to the already busy role of schoolteachers is also recommended.</p>\u0000<h3>Originality/value</h3>\u0000<p>The findings of this study are valuable as they reflect previous findings relating to the current challenges to sustainable school leadership as well as highlight distributed leadership as a potential aid to mitigate against these challenges.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"41 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140804354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transformational leadership and job satisfaction in vocational high schools in Türkiye: a multilevel mediation model of teacher professional learning and self-efficacy 土耳其职业高中的变革型领导与工作满意度：教师专业学习和自我效能的多层次中介模型

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-04-16 DOI: 10.1108/jea-08-2023-0200

Murat Özdemir, Barış Eriçok, Hakan Topaloğlu, Gamze Tuti

{"title":"Transformational leadership and job satisfaction in vocational high schools in Türkiye: a multilevel mediation model of teacher professional learning and self-efficacy","authors":"Murat Özdemir, Barış Eriçok, Hakan Topaloğlu, Gamze Tuti","doi":"10.1108/jea-08-2023-0200","DOIUrl":"https://doi.org/10.1108/jea-08-2023-0200","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>In recent decades, researchers have increasingly begun to study the effects of transformational leadership on various teachers’ attitudes in K-12 settings. However, studies on the effect of transformational leadership on the job satisfaction of vocational high school teachers are not sufficient. Therefore, in this study, the nature of the relationship between transformational leadership and job satisfaction in Turkish vocational high schools was examined.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study data came from 847 teachers working at 82 state vocational high schools located in 12 regions in Türkiye. To test the research model, we conducted multilevel structural equation modeling to explore the structural relationships between transformational leadership, teacher professional learning, teacher’ self-efficacy and job satisfaction.</p>\u0000<h3>Findings</h3>\u0000<p>The analysis confirms that teacher professional learning and self-efficacy are prominent mediators in the relationship between transformational leadership and job satisfaction in Turkish vocational high schools.</p>\u0000<h3>Originality/value</h3>\u0000<p>The present study is expected to contribute to the body of research focusing on the effects of transformational leadership on job satisfaction in vocational high schools. Implications for theory, practice and policy are discussed.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"47 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140581894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Translating team-member exchange relationships to school outcomes: the mediating role of leader-member exchange 将团队成员交流关系转化为学校成果：领导者与成员交流的中介作用

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-03-19 DOI: 10.1108/jea-06-2023-0129

Dalia Birani-Nasraldin, Ronit Bogler, Anit Somech

{"title":"Translating team-member exchange relationships to school outcomes: the mediating role of leader-member exchange","authors":"Dalia Birani-Nasraldin, Ronit Bogler, Anit Somech","doi":"10.1108/jea-06-2023-0129","DOIUrl":"https://doi.org/10.1108/jea-06-2023-0129","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Relying on the principles of the social exchange theory, the current study is aimed at investigating the impact of team-member exchange relationships (TMX) among school management team (SMT) members on school outcomes (organizational citizenship behavior [OCB], job satisfaction and innovation) via the mediating role of leader-member exchange (LMX) relationships between principals and SMTs.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Data were collected from multiple sources in 86 elementary and junior high schools to avoid one-source bias: 86 principals, 357 SMT members and 683 schoolteachers who were not members of the management teams.</p>\u0000<h3>Findings</h3>\u0000<p>The results revealed a positive relationship between TMX and teachers' job satisfaction and OCB, but no significant link between TMX and innovation. LMX partially mediated the relationship between TMX and OCB and between TMX and teachers' job satisfaction. Full mediation was found in TMX-innovation relationship.</p>\u0000<h3>Practical implications</h3>\u0000<p>The findings carry a message for school principals and policymakers regarding the importance of developing and maintaining high-quality horizontal and vertical exchange relationships among the SMT members for their positive influence on school outcomes.</p>\u0000<h3>Originality/value</h3>\u0000<p>To the best of the authors' knowledge, this is the first study to examine the link between TMX and LMX as a team phenomenon, and specifically in the educational setting. The finding that there is a positive link between the two constructs may imply that SMTs contribute to school success not only directly by exhibiting high-quality TMX but also indirectly through the high-quality LMX.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"71 4 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140146470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0