Teachers as leaders: A moderator variable approach.

Abstract

Research on teachers as leaders is reviewed, showing that current approaches have produced unclear and inconsistent results. A new approach-viewing teachers in a situational context-is suggested and illustrated. One hundred fifty-five students filled out two questionnaires; the first (administered during the 5th week of class) contained measures of teacher leadership behavior and student role clarity, and the second (administered during the 10th week) measured overall student satisfaction with the class. Student performance was also assessed at the 10th week. It was found that (a) student performance significantly correlated with teacher supportiveness and directiveness under low role clarity but not high role clarity, and (b) the differences in these correlations were statistically significant.

The Effect of Class Size on Student Performance: Development and Assessment of a Process Model

“…Consideration involves person-oriented teacher behaviors that show concern for a student's personal needs and welfare (Kinicki & Schriesheim, 1978). Initiating structure concerns task-oriented teacher behaviors aimed at giving students a clear understanding of what is expected of them (Kinicki & Schriesheim, 1978). Both dimensions apply to a classroom setting and are considered important indicators of teacher behavior, the hypothesized latent variable in the proposed model (see Figure 1).…”

“…This contention can be applied to the Ohio State Studies of Leadership (Fleishman, 1953), which distinguish two independent dimensions of leader behavior: consideration and initiating structure. Consideration involves person-oriented teacher behaviors that show concern for a student's personal needs and welfare (Kinicki & Schriesheim, 1978). Initiating structure concerns task-oriented teacher behaviors aimed at giving students a clear understanding of what is expected of them (Kinicki & Schriesheim, 1978).…”

“…The modified version contains six items with a Likert-type scale ranging from 5 (very satisfied) November/December 1994 to 1 (very dissatisfied). The items chosen were based on previous work by Kinicki and Schriesheim (1978), who used expert judges to determine appropriate items. The reliability estimate of the modified scale was .93.…”

“…was measured with a scale developed by Schriesheim (1978) and modified for a classroom setting by Kinicki and Schriesheim (1978). Initiating structure and consideration, both indicators of the latent variable teacher behavior were each assessed with 3-item Liken-type scales ranging from 5 (very true) to 1 (very false).…”

Responses to Feedback: The Role of Acceptance, Affect, and Creative Behavior

“…Professors were used as a proxy for supervisors in this context because they had authority over participants, controlled rewards, set goals, and managed standards and norms. Research suggests that leaders in industrial, military, and teaching contexts share vast similarities (Kinicki & Schriesheim, 1978), providing support for the validity of authoritative figures in educational settings as proxies for supervisors (e.g., To et al, 2012).…”