Fostering teachers’ readiness for leadership roles: the dynamic interplay among positive school culture, affective-identity motivation to lead and teacher optimism
Min Yang,
Lei Mee Thien
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 leadersh… Show more
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