Examining school boards’ chaotic leadership style in relation to teachers' job satisfaction and emotional exhaustion

Haerens, Leen; Matos, Lennia; Koc, Andrea; Benita, Moti; Abós, Ángel

doi:10.1016/j.tate.2022.103821

Cited by 15 publications

(14 citation statements)

References 75 publications

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“…Furthermore, emotional exhaustion serves as a significant predictor of turnover intentions among teachers ( Hakanen et al, 2006 ; Haerens et al, 2022 ). Educators experiencing high levels of emotional exhaustion might consider leaving the profession due to overwhelming emotional demands and reduced job satisfaction ( Grayson and Alvarez, 2008 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships

Wang,

Yang,

Chen

et al. 2024

Front. Psychol.

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IntroductionThis research investigates the complex interplay of factors influencing teacher emotional exhaustion within the educational environment. It draws upon a diverse sample of 680 teachers from 15 primary educational institutions in various districts of Shanghai, China.MethodsThe study examines the interrelationships among teacher-student relationships, perceived autonomy, teaching motivation, and emotional exhaustion. It employs validated scales to measure these constructs and utilizes Structural Equation Modeling (SEM) for analysis.ResultsThe analyses using SEM reveal significant associations among the variables under study. The findings indicate robust correlations between positive teacher-student relationships, perceived autonomy, and higher teaching motivation. Concurrently, these factors exhibit a negative relationship with emotional exhaustion.DiscussionMediation analysis further unveils that teaching motivation plays a significant mediating role in the associations between teacher-student relationships, perceived autonomy, and emotional exhaustion. This emphasizes the intricate indirect effects of these constructs.ConclusionThe study underscores the multifaceted nature of these factors and their collective impact on teacher well-being within educational settings. The implications derived highlight the importance for educational institutions to prioritize interventions fostering positive teacher-student relationships, autonomy-supportive environments, and intrinsic motivation among educators. These interventions aim to alleviate emotional exhaustion and enhance teacher well-being.

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Section: Literature Reviewmentioning

confidence: 99%

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships

Wang,

Yang,

Chen

et al. 2024

Front. Psychol.

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“…Although this approach provides valuable insights, it ignores the dynamic interplay between autonomy-supportive and chaotic leadership within one person. This is an important issue since theory (Aelterman et al, 2019) and SDT research in other contexts (e.g., education; Haerens et al, 2022) suggests that both leadership styles, that are characterized by lower levels of directiveness, may easily co-occur. Indeed, autonomy support implies that leaders leave the opportunity to their followers to take initiative.…”

Section: Can Leaders Combine Autonomy-supportive Leadership With Chao...mentioning

confidence: 99%

“…The maladaptive effects of chaotic leadership have only recently appeared on the research agenda of SDT scholars (but see De Clerck et al, 2021a,b; Haerens et al, 2022). Evidence of the downsides of chaotic leadership is mainly available from the literature on transformational leadership theory, with a laissez‐faire leadership style being considered the most ineffective leadership style (Bass, 2005).…”

Section: Introductionmentioning

confidence: 99%

A self‐determination theory perspective on how autonomy‐supportive and chaotic leadership relate to volunteers' need‐based experiences and turnover intentions: A variable‐centered and person‐centered approach

De Clerck,

Haerens,

Devos

et al. 2023

Nonprofit Mgmnt & Ldrshp

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Many nonprofit and voluntary organizations rely primarily on volunteers to deliver their services. However, they often struggle to retain their volunteers. Leadership within these organizations plays a pivotal role in addressing this issue. Therefore, this study adopted self‐determination theory as a guiding framework to investigate the role of leaders in volunteers' turnover intentions (i.e., intentions to leave the organization). Specifically, in a sample of 355 Flemish sports club volunteers, this study examined the associations between volunteers' perceptions of their leaders' autonomy‐supportive and chaotic style and their turnover intentions. Furthermore, it studied whether experiences of need satisfaction and need frustration could explain these relations. Structural equation modeling pointed toward the unique roles of a chaotic leadership style and experiences of need frustration in turnover intentions. Cluster analyses further confirmed that those volunteers who perceived their leaders as moderately to highly chaotic tend to report greater levels of need frustration and heightened turnover intentions. In addition, these analyses underscored the potential challenge faced by nonprofit leaders as they strive to maintain an autonomy‐supportive style without inadvertently slipping into chaotic behavior. This study lays the foundation for a new research agenda which prioritizes a systematic exploration of the relation between maladaptive leadership styles and dark side variables such as experiences of need frustration and turnover.

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“…In this regard, it can be seen that this high level of professionalism can reflect strong ethical values throughout the execution of a work that considers all of the qualities or elements until it can be understood with appropriate professional behavior. Anuar, et al,(2018) and Haerens et al, (2022) mentioned that there have been allegations of moral misconduct and sexual harassment cases involving instructors in recent years. Moral misconduct occurs whenever a teacher acts as the counterpart and parent of a student by disregarding noble principles such as impartiality, breach of trust, abuse of power, or dishonesty (Heffernan, 2021).…”

Section: Introduce the Problemmentioning

confidence: 99%

The Leadership Knowledge Among School Principals on Teacher’s Work Discipline

Ismail¹,

Rami²,

Muhamad³

et al. 2023

JPAG

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This study was to examine the principal's leadership level of understanding on the teacher's work discipline in one school at Federal Territory of Labuan, Malaysia. A total of 131 people were included in the sample, which included all teachers in one school at Federal Territory of Labuan, Malaysia. A series of questionnaires adapted from prior research that cover the scope of this investigation, as well as survey questions generated based on operational definitions and literature reviews, were employed in this study. The most common approaches to analyzing the research objective are descriptive analysis and factor analysis. The results showed that there is a significant relationship between the level of knowledge of the principal's leadership and the teacher's discipline on demography. The implications of this study are to identify the level of knowledge of teachers regarding the ethics of the teaching profession and the discipline of teachers working within the organization. This will help the relevant parties in organizing each mechanism to further enhance the knowledge level of the principal's leadership in the profession. This study is still relevant today and will be carried out in the future with increasing issues such as integrity and value in the teaching profession.

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Examining school boards’ chaotic leadership style in relation to teachers' job satisfaction and emotional exhaustion

Cited by 15 publications

References 75 publications

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships

A self‐determination theory perspective on how autonomy‐supportive and chaotic leadership relate to volunteers' need‐based experiences and turnover intentions: A variable‐centered and person‐centered approach

The Leadership Knowledge Among School Principals on Teacher’s Work Discipline

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