Consequences of Self-Leadership: A Study on Primary School Teachers

doi:10.12738/estp.2017.3.0520

Cited by 15 publications

(14 citation statements)

References 71 publications

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“…According to the results obtained through the analysis, hypothesis 1 and 2 were accepted. In the literature, although there was a lot of research on leadership and self-leadership (Al-Jamal & Ghamrawi, 2015;Arlı & Avcı, 2017;Ay et al, 2015;Furtner et al, 2010;Godwin et al, 1999;Ho & Nesbit, 2013;Kalyar, 2011;Semerci, 2010;Sesen et al, 2017;Türköz et al, 2013;Zyl, 2012), there could not come across research on the students who chose leadership education.…”

Section: Resultsmentioning

confidence: 99%

The Importance of Leadership Education in University: Self-Leadership Example

Bozyiǧit¹

2019

IES

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Self-leadership is a form of leadership that has emerged in the last quarter of a century. The purpose of this study is to determine whether there is a difference in self-leadership strategies between students who choose leadership course and do not choose. The sample of this research consisted of 144 sports management students in 2018; 35 female (24.3%) and 109 male (75.7%). The average age of students is 22.38 (sd=2.88). While 30 students (20.8%) stated that they chose leadership course, 114 students (79.2%) stated that they did not choose leadership course. In this study, the Turkish version of Abbreviated Self-Leadership Questionnaire (ASLQ) was used as a data collection tool, but original ASLQ was developed by Houghton et al. (2012). The Turkish version of the scale was adopted by Şahin (2015). As a result of the reliability analysis, the Cronbach’s alpha value was found to be .74. There was a significant difference between ASLQ total scores of students who choose the leadership course and do not choose (yes/no). There was a significant difference between students who choose the leadership course and do not choose (yes/no) and the subscale scores; behavior awareness and volition, constructive cognition, and task motivation. According to the results obtained through the analysis, hypothesis 1 and 2 were accepted.

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Section: Resultsmentioning

confidence: 99%

The Importance of Leadership Education in University: Self-Leadership Example

Bozyiǧit¹

2019

IES

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“…Job satisfaction refers to an employee's attitude towards the job including negative and positive evaluations of the work environment and the degree to which the job is liked (Iverson & Mcguire, 2000). Houghton and Jinkerson (2007), Sesen, Tabak, andArli (2017), andToglaw (2006) reported positive effects of self-leadership strategies on job satisfaction, whereas a few studies such as Konradt et al (2009) and Roberts and Foti (1998) reported no association. Organizational commitment describes a person having strong beliefs in adopting organizational objectives and values, making large efforts for the organization, and having the desire to maintain organizational membership (Mowday, Steers, & Porter, 1979).…”

Section: Discussionmentioning

confidence: 99%

Self‐leadership: A meta‐analysis of over two decades of research

Harari

Williams

Castro

et al. 2021

J Occupat & Organ Psyc

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Self-leadership has been the subject of dozens of empirical investigations over the past several decades and has emerged as a pivotal construct in the self-influence literature. Despite the interest in the construct, the myriad of disparate variables studied and the absence of a quantitative systematic review summarizing findings have combined to limit our ability to cohesively interpret and draw meaningful conclusions from this large literature. To address this, we carried out a meta-analysis of the nomological network of self-leadership, encompassing effect sizes from 101 studies and 111 independent samples. Drawing on social cognitive theory to frame our research questions and hypotheses, we evaluate global self-leadership and its constituent strategies (i.e., behaviour-focused, constructive thought, natural rewards) as predictors of job performance, self-efficacy, and job attitudes. In addition to evaluating zero-order correlations, we use regression and relative-weight analyses to evaluate the three strategies' effects on the various outcomes simultaneously, delineating their relative contributions. Our meta-analysis examines the Five-Factor Model of personality traits as antecedents. We also observed evidence suggesting that self-leadership's relationships were moderated by national power distance. Implications for research and practice are discussed. Practitioner pointsSelf-leadership is meaningfully associated with conscientiousness, openness, extraversion, and transformational leadership. Fostering employee self-leadership may promote productive cognition, attitudes, and behaviors. Self-leadership training programs can target specific strategies for training based on the desired outcome.

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“…More specifically, it refers to the degree to which a person feels that his or her job-related needs are being met [18,19]. Malinen and Savolainen recently classified the variables influencing job satisfaction in teachers using three dimensions: organizational aspects (work conditions, relationships, perceived autonomy and support) [20][21][22], cognitive factors (efficacy beliefs) [23][24][25], and affective factors (stress, burnout) [24,25]. Before this classification, Butt and colleagues [26] showed that teachers are generally more satisfied with the cognitive and affective dimensions of work regarding their personal experience of teaching (e.g., perception of the work itself, professional growth, self-efficacy) than with cognitive and affective aspects regarding collective or organizational dimensions (e.g., working conditions and workload, salary, social representation of the profession, relationships with colleagues, leadership styles).…”

Section: Teachers' Job Satisfactionmentioning

confidence: 99%

Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role

Buonomo

Fiorilli

Benevene

2020

IJERPH

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Purpose: The purpose of this paper is to explore whether, and to what extent, collective beliefs and emotions towards professional role could predict job satisfaction, above and beyond the role of self-efficacy and emotions towards students. More specifically, we expected job satisfaction to be incrementally predicted by beliefs and emotions related to professional role (collective efficacy and role-related hedonic balance). Design/Methodology/Approach: The analysis was performed through the administration of a questionnaire to 266 Italian secondary school teachers. After having assessed measures of reliability, correlational analyses and a hierarchical regression model were performed. Findings: Results showed that collective efficacy and hedonic balance related to professional role have a unique effect on job satisfaction, accounting for nearly the 30% of its variance. Research Limitations/Implications: Despite some limitations related to the cross-sectional design, the study suggests a practical implication for teacher training, as well as underlying the need to study schools from an organizational point of view. Originality/value: The paper contributes to the psychological research on the role of the organizational dimensions in teachers’ well-being at work.

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Consequences of Self-Leadership: A Study on Primary School Teachers

Cited by 15 publications

References 71 publications

The Importance of Leadership Education in University: Self-Leadership Example

The Importance of Leadership Education in University: Self-Leadership Example

Self‐leadership: A meta‐analysis of over two decades of research

Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role

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