Environmental teacher leadership: overcoming barriers posed by school culture, school structure, and the principal

Acton, Karen

doi:10.1080/13603124.2022.2032369

International Journal of Leadership in Education

2022

DOI: 10.1080/13603124.2022.2032369

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Environmental teacher leadership: overcoming barriers posed by school culture, school structure, and the principal

Karen Acton

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2024

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Cited by 2 publications

References 56 publications

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Spurring teacher well‐being from teacher leadership and basic psychological needs perspectives

Thien,

Liu

2024

Psychology in the Schools

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This study aims to investigate the linear and nonlinear (non‐compensation) effects of teacher leadership on teacher well‐being dimensions through the three basic psychological needs dimensions (autonomy, competence, and relatedness). This quantitative cross‐sectional study used partial least squares structural equation modelling and artificial neural network (ANN) for data analysis. Data were collected using survey questionnaires from 728 Malaysian primary school teachers. All the direct (linear) and indirect effects of teacher leadership on teacher well‐being dimensions through teachers' basic psychological needs were significant. The ANN analysis revealed that competence, a dimension of teacher basic psychological needs, was the strongest predictor of workload well‐being and student interaction well‐being. Autonomy was the strongest predictor of organisational well‐being. Implications and future studies are presented.

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Spurring teacher well‐being from teacher leadership and basic psychological needs perspectives

Thien,

Liu

2024

Psychology in the Schools

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Modeling how professional development interacts with teacher leaders’ outcome expectancies and school environment perceptions

Barth,

Criswell,

Smith

et al. 2024

International Journal of Leadership in Education

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Environmental teacher leadership: overcoming barriers posed by school culture, school structure, and the principal

Cited by 2 publications

References 56 publications

Spurring teacher well‐being from teacher leadership and basic psychological needs perspectives

Spurring teacher well‐being from teacher leadership and basic psychological needs perspectives

Modeling how professional development interacts with teacher leaders’ outcome expectancies and school environment perceptions

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