The Structural Relationship among Commitment to Change, Principal’s Transformational Leadership, Communication and Self-Efficacy of Meister School Teachers

Our education system has been remoulding rapidly because of modernization. Transformational leadership style leads to favourable changes in those who follow. These leaders put in maximum efforts to increase the level of follower’s awareness for valued outcomes by expanding and elevating their needs and encouraging them to transcend their self-interests. Transformational leadership plays pivotal role in promoting and managing school development by influencing the self-efficacy of teachers. Self-efficacy is one of the four major components of positive psychological capital .School is the first and foremost important platform of education. The present paper makes an attempt to study the relationship between transformational leadership style of principal and self-efficacy of school teachers. For this, a total sample of 120 (n=20 school principals having minimum 7-8yrs. experience and n= 100 school teachers having minimum 5yrs.experience of senior classes) were taken. The ratio was 1:5 (1 principal and 5 teacher from the same school). The scores of 1 principal were assigned to 5 teachers. Teacher self-efficacy scale by Schwarzer, Schmitz and Daytner and Multifactor Leadership Questionnaire by Bass and Avolio were used to measure the above variables. The data were analysed with the help of Correlation and Regression technique. Obtained findings revealed the positive correlation of idealized influence, individualized consideration, contingent reward, management-by-exception and laissez-faire leadership with self-efficacy.

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INVESTIGATING INSTRUCTIONAL LEADERSHIP, TRANSFORMATIONAL LEADERSHIP, SELF-EFFICACY AND TRUST AMONG PRIMARY SCHOOL TEACHER

International Journal of Education, Psychology and Counseling ◽

10.35631/ijepc.5350021 ◽

2020 ◽

Vol 5 (35) ◽

pp. 237-248

Author(s):

Jumadi Musa ◽

Mohamad Nizam Nazarudin ◽

Zakiah Noordin ◽

Nur Afny Juati ◽

Hujaimah @ Siti Syafiqah Juhumin

Keyword(s):

Transformational Leadership ◽

Instructional Leadership ◽

Primary School ◽

Self Efficacy ◽

Rating Scale ◽

Teaching Experience ◽

Primary School Teacher ◽

School Teachers ◽

Primary School Teachers ◽

Significant Difference

The purpose of this study is to investigate the relationship between headmaster instructional leadership, headmaster transformational leadership, self-efficacy, and trust among primary school teachers. Furthermore, the study aims to examine the role of gender, age, and teaching experience in headmaster instructional leadership, headmaster transformational leadership, and self-efficacy. The participants were selected by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex-post facto research type in which the researcher used questionnaires to collect data from the respondents. The instruments used are the Principal Instructional Management Rating Scale (PIMRS), Multi-factor Leadership Questionnaire (MLQ), Teachers' Sense of Efficacy Scale (TSES), and Trust Scale - Trust in Principal. A total of 297 respondents (mean age 37.4 + 1.5 years) from 71 schools were involved in this study. The data gathered from the respondents were downloaded into the Statistical Package for the Social Sciences (SPSS) for quantitative analysis. The results of the study indicate that there is a positive significant relationship between headmaster instructional leadership (r = .708, p <.05), headmaster transformational leadership (r= .683, p<.05), self-efficacy (r = .615, p <.05) and trust. It is found there is no significant difference among primary school teachers of different ages and teaching experience concerning their headmaster instructional leadership [F (2, 296) = 1.533, p> 0.05][F (2, 296) =. 878, p> 0.05], , headmaster transformational leadership [F(2, 296)=.396, p> 0.05][F(2, 296)=.396, p> 0.05] and teacher efficacy [F (2, 296) = 1.164, p> 0.05] [F (2, 296) = 1.204, p> 0.05]. The present study gains significance as the results can assist the teachers and organizations in enhancing the thrust of teachers.

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Transformational Leadership vs Change Self-Efficacy and Its Impact on Affective Commitment to Change

GATR Journal of Management and Marketing Review - JMMR Vol 4(3) JUL-SEP 2019 ◽

10.35609/jmmr.2017.2.4(3) ◽

2017 ◽

Vol 2 (4) ◽

pp. 13-18

Author(s):

Denvi Giovanita ◽

Wustari L. Mangundjaya

Keyword(s):

Transformational Leadership ◽

Organizational Change ◽

Self Efficacy ◽

Affective Commitment ◽

Organizational Factors ◽

Jel Classification ◽

Commitment To Change ◽

Two Factors ◽

Result Show ◽

Leadership And Change

Objective - It is essential for organizations in 21st century to evolve with time. In this regard, both the management and employees of an organization play an essential role in the implementation of change. One way of determining the success of organizational change is by identifying the employees' commitment to change. This research aims to identify the effect of transformational leadership (organizational factors) and employees' change self-efficacy (individual factors) on effective commitment to change, to identify which of those two factors has a more significant effect on affective commitment to change. Methodology/Technique - The respondents of this study are employees in the finance sector. The data was collected using commitment to change, change self-efficacy and transformational leadership inventories. The data was analyzed using multiple hierarchical regressions. Findings – The result show that both transformational leadership and change self-efficacy have a positive and significant effect on affective commitment to change. Furthermore, change self-efficacy proved to have a more significant effect on affective commitment to change compared to transformational leadership. Based on these results, organisations may wish to further focus on the development of change self-efficacy of individuals. Novelty - This study can be used by HR practitioners when dealing with organizational change, as a guide to improving the success of such change. Type of Paper - Empirical. Keywords: Affective Commitment to Change; Change Self-Efficacy; Leadership; Organizational Change; Transformational Leadership. JEL Classification: M10, M19.

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