基于认知行为指导的成长模型提高学校管理者自我效能感与减少组织倦怠

IF 5 3区 管理学 Q1 MANAGEMENT
N. Igu, C. Onyishi, B. Amujiri, M. O. Binuomote, M. Modebelu, I. Okafor, B. Awe, M. Fausta, Solomon O. Obih, D. O. Eke, Marcel C. Ezemoyin, Bethel N. Uzoma, Joy I. Ugwu, U. Mbon
{"title":"基于认知行为指导的成长模型提高学校管理者自我效能感与减少组织倦怠","authors":"N. Igu, C. Onyishi, B. Amujiri, M. O. Binuomote, M. Modebelu, I. Okafor, B. Awe, M. Fausta, Solomon O. Obih, D. O. Eke, Marcel C. Ezemoyin, Bethel N. Uzoma, Joy I. Ugwu, U. Mbon","doi":"10.1177/15480518231171748","DOIUrl":null,"url":null,"abstract":"Poor leadership self-efficacy and high organizational burnout are context-based cognitive conditions that sabotage leadership outcomes across organizations. When school administrators who are the leaders and directors of school affairs struggle with poor leadership self-efficacy and elevated levels of burnout their leadership styles are negatively affected with far-reaching impacts on the teachers, students, and the overall school outputs. This randomized control trial sought to investigate the effectiveness of GROW-Model (GROW-M) of Cognitive behavioral Coaching in raising leadership self-efficacy and minimizing burnout symptoms in a sample of school administrators in Enugu State, Nigeria. Participants included 77 school administrators who were randomly assigned to GROW-M (N = 38) and waitlisted control (N = 39) groups. A 2-h GROW-M program was delivered to the GROW-M intervention group weekly for 9 weeks. Maslach Burnout Inventory-Educators’ Survey and the School Leaders’ Self-Efficacy Scale were employed to source data at preintervention, postintervention, and follow-up evaluations. Descriptive and inferential statistics were used to explore data using SPSS version 24. Results revealed that participants’ organizational burnout reduced, while their leadership self-efficacy improved significantly at posttest. The changes in burnout and leadership self-efficacy levels were sustained through a 3-month follow-up. We concluded that intervention using GROW-M minimizes organizational burnout and raises leadership self-efficacy as a pliability resource for coping with overwhelming work demands.","PeriodicalId":51455,"journal":{"name":"Journal of Leadership & Organizational Studies","volume":"45 1","pages":"464 - 482"},"PeriodicalIF":5.0000,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Raising Leadership Self-Efficacy and Minimizing Organizational Burnout Among School Administrators in a GROW Model of Cognitive Behavioral Coaching\",\"authors\":\"N. Igu, C. Onyishi, B. Amujiri, M. O. Binuomote, M. Modebelu, I. Okafor, B. Awe, M. Fausta, Solomon O. Obih, D. O. Eke, Marcel C. Ezemoyin, Bethel N. Uzoma, Joy I. Ugwu, U. Mbon\",\"doi\":\"10.1177/15480518231171748\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Poor leadership self-efficacy and high organizational burnout are context-based cognitive conditions that sabotage leadership outcomes across organizations. When school administrators who are the leaders and directors of school affairs struggle with poor leadership self-efficacy and elevated levels of burnout their leadership styles are negatively affected with far-reaching impacts on the teachers, students, and the overall school outputs. This randomized control trial sought to investigate the effectiveness of GROW-Model (GROW-M) of Cognitive behavioral Coaching in raising leadership self-efficacy and minimizing burnout symptoms in a sample of school administrators in Enugu State, Nigeria. Participants included 77 school administrators who were randomly assigned to GROW-M (N = 38) and waitlisted control (N = 39) groups. A 2-h GROW-M program was delivered to the GROW-M intervention group weekly for 9 weeks. Maslach Burnout Inventory-Educators’ Survey and the School Leaders’ Self-Efficacy Scale were employed to source data at preintervention, postintervention, and follow-up evaluations. Descriptive and inferential statistics were used to explore data using SPSS version 24. Results revealed that participants’ organizational burnout reduced, while their leadership self-efficacy improved significantly at posttest. The changes in burnout and leadership self-efficacy levels were sustained through a 3-month follow-up. We concluded that intervention using GROW-M minimizes organizational burnout and raises leadership self-efficacy as a pliability resource for coping with overwhelming work demands.\",\"PeriodicalId\":51455,\"journal\":{\"name\":\"Journal of Leadership & Organizational Studies\",\"volume\":\"45 1\",\"pages\":\"464 - 482\"},\"PeriodicalIF\":5.0000,\"publicationDate\":\"2023-05-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Leadership & Organizational Studies\",\"FirstCategoryId\":\"91\",\"ListUrlMain\":\"https://doi.org/10.1177/15480518231171748\",\"RegionNum\":3,\"RegionCategory\":\"管理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"MANAGEMENT\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Leadership & Organizational Studies","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.1177/15480518231171748","RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"MANAGEMENT","Score":null,"Total":0}
引用次数: 1

摘要

低领导力自我效能感和高组织倦怠是基于情境的认知条件,会破坏整个组织的领导力成果。作为校务领导者和管理者的学校管理人员在领导自我效能低下和职业倦怠水平升高的情况下,其领导风格会受到负面影响,并对教师、学生和学校整体产出产生深远的影响。本随机对照试验旨在调查认知行为指导的growth - m模型(growth - m)在提高领导自我效能和减少职业倦怠症状方面的有效性,研究对象为尼日利亚埃努古州的学校管理人员。参与者包括77名学校管理人员,他们被随机分配到growth - m组(N = 38)和候补对照组(N = 39)。对干预组每周进行为期2小时的GROW-M方案,持续9周。采用Maslach职业倦怠量表-教育工作者问卷和学校领导自我效能量表进行干预前、干预后和随访评估。使用SPSS version 24对数据进行描述性统计和推断性统计。结果显示,被试的组织倦怠有所降低,领导自我效能显著提高。倦怠感和领导力自我效能水平的变化通过3个月的随访得以持续。我们的结论是,使用growth - m干预可以最大限度地减少组织倦怠,并提高领导力自我效能,作为应对压倒性工作需求的柔韧性资源。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Raising Leadership Self-Efficacy and Minimizing Organizational Burnout Among School Administrators in a GROW Model of Cognitive Behavioral Coaching
Poor leadership self-efficacy and high organizational burnout are context-based cognitive conditions that sabotage leadership outcomes across organizations. When school administrators who are the leaders and directors of school affairs struggle with poor leadership self-efficacy and elevated levels of burnout their leadership styles are negatively affected with far-reaching impacts on the teachers, students, and the overall school outputs. This randomized control trial sought to investigate the effectiveness of GROW-Model (GROW-M) of Cognitive behavioral Coaching in raising leadership self-efficacy and minimizing burnout symptoms in a sample of school administrators in Enugu State, Nigeria. Participants included 77 school administrators who were randomly assigned to GROW-M (N = 38) and waitlisted control (N = 39) groups. A 2-h GROW-M program was delivered to the GROW-M intervention group weekly for 9 weeks. Maslach Burnout Inventory-Educators’ Survey and the School Leaders’ Self-Efficacy Scale were employed to source data at preintervention, postintervention, and follow-up evaluations. Descriptive and inferential statistics were used to explore data using SPSS version 24. Results revealed that participants’ organizational burnout reduced, while their leadership self-efficacy improved significantly at posttest. The changes in burnout and leadership self-efficacy levels were sustained through a 3-month follow-up. We concluded that intervention using GROW-M minimizes organizational burnout and raises leadership self-efficacy as a pliability resource for coping with overwhelming work demands.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
9.70
自引率
2.10%
发文量
23
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信