Middle-leaders' transformational leadership
Big five traits and teacher commitment
Bibliographic Data
| ID | 21591288 |
|---|---|
| Authors | Ayala Zadok (0000-0002-2161-8358, Bar-Ilan University), Pascale Benoliel (0000-0001-8896-7889, Bar-Ilan University) |
| Year | 2023 |
| Volume | 37 |
| Issue | 4 |
| Pages | 810-829 |
| Publication date | 2023-07-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Educational Management (JOURNAL) |
| Journal identifiers | ISSN: 0951-354X • E-ISSN: 1758-6518 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijem-12-2022-0541 |
| OpenAlex | W4383571324 |
| Language | EN |
| Citations received | 4 |
| References cited | 61 |
Purpose The present study aimed to investigate whether the sub-dimensions of transformational leadership are differently influenced by middle-leaders’ personality traits from the Big Five typology, namely, extraversion, conscientiousness, openness to experience, agreeableness, and neuroticism, and whether the sub-dimensions of transformational leadership influence teachers' professional and organizational commitment differentially. Design/methodology/approach Data were collected from two sources: 114 middle-leaders and 282 teachers randomly chosen from elementary schools in Israel. Hierarchical regression analyses and structural equation modelling were used to test the research hypotheses. Findings First, the findings indicated that the teachers perceived their middle-leaders as transformational leaders without distinguishing between the sub-dimensions. Second, transformational leadership was positively correlated to teachers' professional and organizational commitment. Finally, positive relationships were found between the middle-leaders personality traits of agreeableness and openness to experience and teachers’ commitment. The study findings point to two paths to facilitate teachers' professional and organizational commitment, either through the middle-leaders transformational leadership or their personality. Originality/value Although recent research has shown that leaders' personal traits are critical components in leading a team effectively and promoting employee behaviors, few studies in the educational context have focused on the differential impact of the Big Five typology on middle-leaders’ tendency toward the sub-dimensions of transformational leadership (TL) and its implications for teachers' commitment. By integrating research from both educational and non-educational literature, the goal of the present study, then, is to address these important yet relatively unstudied issues
Agreeableness · Big Five personality traits · Conscientiousness · Extraversion and introversion · Middle management · Openness to experience · Organizational commitment · Personality · Political science · Public relations · Shared leadership · Transactional leadership · Transformational leadership · Emotional Intelligence and Performance · Job Satisfaction and Organizational Behavior · Psychology · Social Psychology · Teacher Education and Leadership Studies
Transformational and Transactional Leadership
Antecedents and Consequences of Teacher Organizational and Professional Commitment
Aggregation bias in estimates of perceptual agreement.
Construct validation of two instruments designed to measure job involvement and work centrality.
The Impact of Leadership on Student Outcomes
The definition and measurement of job involvement.
The Impact of Leadership on Student Outcomes
A personality trait-based interactionist model of job performance.
Department-Head Leadership for School Improvement
Hierarchical representations of the five-factor model of personality in predicting job performance
Seven strong claims about successful school leadership revisited
A Review of Transformational School Leadership Research 1996–2005
Person‐organization Fit
Towards a theoretical model of middle leadership in schools
Common method biases in behavioral research
Conceptualising the mediating paths linking effective school leadership to teachers’ organisational commitment
How instructional leaders promote parental involvement
Transformational leadership, psychological empowerment, and the moderating role of mechanistic–organic contexts
Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools
The measurement of organizational commitment
A Primer on Multilevel Modeling
| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2025 (3) |
| Highly cited | No |