Understanding the relationship between transformational leadership and collective teacher efficacy in Chinese primary schools

Liu, Peng; Li, Ling; Wang, Jianping

doi:10.1080/13603124.2019.1623922

Cited by 16 publications

(19 citation statements)

References 25 publications

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“…En concreto, el 40% de los artículos incluidos estudia las creencias de eficacia a nivel individual y grupal [8,9,10,11,13,16,18,19,24,25,31,32,34,35]. Otra variable que sobresale por su estrecha relación es la del liderazgo del director, ya sea de tipo transformacional [11,18,22,25,28,29] o instruccional [4,8,9,13,15,27]. Varios de estos estudios proponen la eficacia colectiva docente como variable mediadora entre el liderazgo del director y el rendimiento del alumno [13,18,28]; argumentando que el director impacta al alumno en la medida en que contribuye al desarrollo de las creencias de eficacia colectiva en sus profesores.…”

Section: Discussionunclassified

“…Liderazgo transformacional 6 11,18,22,25,28,29 Liderazgo instruccional 6 4,8,9,13,15,27 Liderazgo 8,9,10,11,13,16,18,19,24,25,31,32,34,35 Compromiso/implicación del profesor 6 4, 15, 20, 29, 33, 35 P5. ¿Qué instrumentos se utilizan para evaluar la eficacia colectiva de los profesores?…”

Section: Directivounclassified

“…Tal y como ahí se observa, sorprende que el 40% de los estudios incluidos en el mapeo sistemático fueron realizados con profesores de primaria. 4,6,8,11,14,15,18,22,26,27,28,29,30…”

Section: Directivounclassified

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Mapeo sistemático de la literatura sobre la eficacia colectiva docente

Salas-Rodríguez

Lara

2020

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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En los últimos años, la eficacia colectiva docente se ha presentado como un factor prometedor en la mejora del rendimiento de los alumnos (Donohoo, 2017; Eells, 2011; Hattie, 2016). No obstante, a diferencia de las creencias de autoeficacia, la eficacia colectiva de los profesores ha sido menos estudiada. De ahí que el presente mapeo sistemático busque profundizar en el desarrollo y estudio de la eficacia colectiva docente en el ámbito académico, con el objetivo de conocer y sintetizar la información de diversas investigaciones con respecto a la temática en cuestión. Mediante la metodología del mapeo sistemático, se encontraron un total de 60 estudios potenciales publicados entre los años 2000 y 2019 e indexados en las bases de datos de Scopus y Web of Science. Tras la aplicación de los criterios de inclusión y exclusión sólo 35 artículos fueron incluidos. Los resultados muestran la distribución geográfica de los estudios, los artículos más citados, las variables con las que la eficacia colectiva docente se relaciona, los instrumentos utilizados para evaluar dichas creencias y los niveles educativos en los que han sido estudiadas. Se observa un claro interés en el estudio del impacto de la eficacia colectiva docente sobre el aprendizaje y rendimiento de los alumnos. No obstante, se echa en falta estudios sobre esta temática en países de habla hispana, además de investigaciones centradas en cómo fomentar y desarrollar la eficacia colectiva de los profesores. Finalmente, se proponen algunas futuras líneas de investigación.

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Section: Discussionunclassified

Section: Directivounclassified

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Mapeo sistemático de la literatura sobre la eficacia colectiva docente

Salas-Rodríguez

Lara

2020

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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“…However, teacher gender and experience have a minor role in the relationship between instructional leadership practices and teacher effectiveness. Liu and Wang (2020) carried out a research to understand the relationship between transformational leadership and collective teacher efficacy in the Chinese primary school context. The findings of the study revealed that when collective teacher efficacy is treated as a single variable, setting direction and managing the instructional program have relatively significant effects on collective teacher efficacy.…”

Section: Empirical Reviewmentioning

confidence: 99%

Value-based Leadership Across Teachers’ Ranks and Its Significance in Schools: A Case of Primary Schools in Kajiado North, Kenya

2021

International Journal of Organizational Leadership

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This research assessed the practice of value-based leadership (VBL) of two ranks of primary school teachers in Kajiado North, Kenya. The study incorporated an explanatory sequential mixed-methods approach that utilized a pragmatic paradigm epistemology. Survey questionnaires were used to collect data from the teachers in the first quantitative phase and analyzed using (SPSS), v.25. In the second phase, interviews were conducted to gather qualitative information, which was thematically analyzed using Miner Lite software. The results from the quantitative phase showed a positive and significant relationship between the teachers' VBL and the head teachers' VBL. The practice of VBL in the two ranks of teachers was found to be consistent in integrity, trust, listening, respect, and inclusion and was inconsistent in vision and clear thinking. In the second phase, teachers described VBL as; leading through values and qualities, leadership that you see, leading by example, helping people grow and adding value to what they do, and doing what you are supposed to do by observing professional ethics. Consistency in the practice of VBL is critical in schools because it creates a uniform space where effective learning of values takes place. The study recommends the training of head teachers in VBL traits, in particular communication skills that will help them in delivering on vision and clear thinking. A replica of the study in the secondary school level is recommended to validate the findings.

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“…All elements in the school (teachers, students, employees, parents, community, and all related elements) are willing without coercion, increasing participation in achieving the school's desired goals (Mukhtar & Iskandar, 2013). Much research has been done in terms of transformational leadership in schools (Hunt, 1999;Liu et al, 2019;Mitchell, 2019;Donna et al, 2018). This research in transformational leadership can be seen in how school headmasters can make changes to the organizations they lead (Marks & Printy, 2009).…”

Section: Introductionmentioning

confidence: 99%

Transformational Leadership Relationship, Headmaster Academic Supervision, and Achievement Motivation with Teacher Performance

Nurwati

2020

JK6EM

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This research aims to describe and analyze if there any relationships of (1) the direct relationship between headmaster transformational leadership and the teacher performance; the headmaster academic supervision with teacher performance; the headmaster transformational leadership and the teacher achievement motivation; and (2) are there any direct relationship between; the headmaster transformational leadership with teacher performance through the achievement motivation; and the headmaster academic supervision with the teacher performance through achievement motivation. This is an ex post facto study with the linear regression analysis, which is simple and multiple. The population in this research is all civil servant teachers in the north Banjarmasin District, Banjarmasin City. The samples of this research are 163 teachers. The researcher collected the data through questionnaire techniques and observation. The analysis was done by using the correlation test and F test. The results show that: (1) transformational relationship has a direct relationship to teacher performance; the headmaster supervision with the teacher achievement motivation; and (2) there is an indirect relationship of the headmaster transformational leadership and the teacher performance through achievement motivation; the headmaster academic supervision with the teacher performance through achievement motivation. It is recommended that the parties involved in the world of education do monitoring to the transformational leadership, headmaster academic supervision, and the achievement motivation to increase the teacher performance so that the quality of education can be maximized.

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Understanding the relationship between transformational leadership and collective teacher efficacy in Chinese primary schools

Cited by 16 publications

References 25 publications

Mapeo sistemático de la literatura sobre la eficacia colectiva docente

Mapeo sistemático de la literatura sobre la eficacia colectiva docente

Value-based Leadership Across Teachers’ Ranks and Its Significance in Schools: A Case of Primary Schools in Kajiado North, Kenya

Transformational Leadership Relationship, Headmaster Academic Supervision, and Achievement Motivation with Teacher Performance

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