Principals' Transformational Leadership and Teachers' Collective Efficacy

Abstract

The study was designed to test the relationship of principals' transformational, transactional, and laissez-faire leadership with teachers' collective efficacy. Bandura's theory of efficacy applied to the group and Bass's transformational leadership theory were used as the theoretical framework. Participants included 487 French Canadian teachers from 40 public high schools. As expected, there were positive and significant correlations between principals' transformational and transactional leadership and teachers' collective efficacy. Also, there was a negative and significant correlation between laissez-faire leadership and teachers' collective efficacy. Moreover, regression analysis showed transformational leadership significantly enhanced the predictive capabilities of transactional leadership on teachers' collective efficacy. These results confirm the importance of leadership to predict collective efficacy and, by doing so, strengthen Bass's theory of leadership.

Dual effects of transformational leadership on teacher efficacy in close and distant leadership situations

“…More precisely, most studies aligned the level of measurement for TL with the level of measurement implied by the selected efficacy concept. They examined how TL relates to • staff's collective efficacy with all measures aggregated to the school level (Dussault, Payette, and Leroux 2008;Gray 2006a, 2006b);…”

Effective leadership in managing NPM-based change in the public sector

“…Seven of the 42 articles selected for review from the last decade of public administration leadership literature focused on the benefits of transformational leadership. These include subordinates' increased commitment to the organizational mission (Wright, Moynihan, & Pandey, 2012), their increased organizational commitment (Chaoping, Hui, & Kan, 2007;Srithongrung, 2011), improved organizational change (Van Wart, 2013), strengthened organizational citizenship (Chaoping, Hui, & Kan, 2006), and increased collective efficacy (Dussault, Payette, & Leroux, 2008). As Denhardt and Campbell (2006) point out, however, in each of these instances, transformational leadership was described and/or measured on the basis of change, often as an adjunct to or mediator of transactional leadership and in none was it defined in terms of its moral or ethical effects on the organization, leader, or followers.…”

The multilevel impact of transformational leadership on teacher commitment: Cognitive and motivational pathways

“…Since the seminal work of Rosenholtz (1989) and Firestone and Pennell (1993), some studies have paid attention to the influence of the school environment on teacher commitment. The rationale of this line of research is that work motivation and commitment have less to do with the personal qualities people bring to the workplace than with the design and management of tasks within schools (Ingersoll, 2001).…”