Principals’ Transformational Leadership and Kindergarten Teachers’ Career Calling: The Mediating Roles of Organizational Identification and Leader-Member Exchange

Li, Feifei; Jiao, Runkai; Liu, Dan; Liu, Lili

doi:10.1177/21582440231218842

Cited by 3 publications

(2 citation statements)

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“…In changing times and the demands of global competition, the quality of education is crucial to ensuring the progress and sustainability of a country. Principal leadership and teacher performance have been recognized as two main factors influencing the quality of education (Li et al, 2023). The effective leadership of a Principal not only influences the school culture but also leads to the establishment of a clear vision, proper management of resources, and development of committed staff.…”

Section: Introductionmentioning

confidence: 99%

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Assessing the Impact of Principal Leadership and Teacher Performance on Educational Quality: The Role of TQM as a Mediator

Mukaromah,

Fuadi,

Daryono

2024

TJKMP

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This research investigates the influence of the principal's leadership and teacher performance on the quality of education and the mediating role of TQM in this relationship. Random sampling techniques were used to sample 50 MA Darul Falah Sukorejo Ponorogo teachers. Data collection was carried out using a questionnaire consisting of a 5-point Likert scale. PLS-SEM analysis was used to analyze data and test the conceptual model. The research results show that teacher performance significantly improves education quality but not principal leadership's influence. Apart from that, TQM mediates in increasing the influence of the principal's leadership on the quality of education (ρ=0.008) but not on the influence of teacher performance (ρ=0.703). The research implications emphasize the development of organizational culture supported by TQM and teacher professional training and development. So, building an organizational culture that supports TQM principles is essential. It involves a commitment from all levels of management, including principals and administrative staff, to prioritize educational quality and continuous improvement. Provide regular training to teachers on TQM concepts, practices, and strategies for implementing them in teaching and learning contexts.

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Section: Introductionmentioning

confidence: 99%

“…The principal manages school resources, including the workforce, budget, and facilities (Li et al, 2023). School principals who implement a TQM approach tend to pay more attention to the overall quality of the education system, motivate staff, and build a school culture oriented towards continuous learning and improvement.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Impact of Principal Leadership and Teacher Performance on Educational Quality: The Role of TQM as a Mediator

Mukaromah,

Fuadi,

Daryono

2024

TJKMP

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Effect of Parent-Initiated Support on Career Calling Among Chinese Kindergarten Teachers: Basic Psychological Need Satisfaction as Mediator

Liu,

Li,

et al. 2024

PRBM

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Purpose Possessing a calling to teach is a core and essential quality of good kindergarten teachers, and it is critical to explore which factors positively impact kindergarten teachers’ career calling. Developing a career calling is a meaning-making process that can be influenced by the actions of others in the workplace. During the frequent parent-teacher interactions, parent-initiated support may serve as significant interpersonal cues for kindergarten teachers in developing their career calling. Thus, the present study examined the effect of parent-initiated support on kindergarten teachers’ career calling. Further, we investigated the multiple mediating roles of global and specific basic psychological need satisfaction based on the self-determination theory (SDT). Methods Cross-sectional data were collected from 629 kindergarten teachers in China and analyzed using Mplus 8.3 software and the Process 3.5 macro of SPSS 26.0 software. Before testing the hypothesis, we used Mplus 8.3 to save factor scores from the Bifactor model of basic psychological need satisfaction and two uni-dimensional models of parent-initiated support and career calling. Subsequently, using the Process 3.5 macro within SPSS 26.0 software, we conducted path analysis to examine the total and mediating effects between parent-initiated support and kindergarten teachers’ career calling. Results The results revealed a positive effect of parent-initiated support on teachers’ career calling. Teachers’ global and specific competence need satisfaction partially mediated this positive effect, while the mediating effects of teachers’ specific autonomy and relatedness need satisfaction were non-significant. Conclusion These findings suggest that parent-initiated support is an important job resource for kindergarten teachers’ development of career calling. In addition to satisfying global psychological needs, satisfying specific needs (eg, competence need) provides additional benefits to kindergarten teachers’ experience of career calling.

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The Effects of Principal Leadership and Teacher Competence on the Learning Quality: Does the Mediation of Infrastructure Matter?

Mukaromah,

Werdiningsih,

Daryono

2024

IJORER Int. J. Recent Educ. Res.

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Objective: Good infrastructure can help teachers in presenting learning materials better. Infrastructure can also assist principals in conducting school administration management more efficiently to focus on developing the quality of learning. This study aims to explore the role of infrastructure as a mediator of the influence of principal leadership and teacher competence on the quality of learning. Method: This study used a quantitative survey of randomly selected 42 teachers at SHS 1 Kawedanan Magetan. Data collection was carried out using a questionnaire consisting of a Likert scale with 5 points. PLS-SEM analysis is used to analyze data and test conceptual models. Data analysis techniques include statistical tests to test relationships and mediation. Results: The results showed that the quality of learning was directly influenced insignificantly by the principal (β=-0.097; ρ=0.522) and teacher competence. Novelty: Infrastructure mediates significantly in improving the quality of learning. Schools and educational institutions must invest time and resources in training and professional development for teachers and principals in leadership, classroom management, and effective teaching methods. The overall quality of learning will improve when the principal can lead the school towards a clear vision of learning, and teachers have adequate skills and knowledge to plan, implement, and evaluate learning effectively.

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Principals’ Transformational Leadership and Kindergarten Teachers’ Career Calling: The Mediating Roles of Organizational Identification and Leader-Member Exchange

Cited by 3 publications

References 63 publications

Assessing the Impact of Principal Leadership and Teacher Performance on Educational Quality: The Role of TQM as a Mediator

Assessing the Impact of Principal Leadership and Teacher Performance on Educational Quality: The Role of TQM as a Mediator

Effect of Parent-Initiated Support on Career Calling Among Chinese Kindergarten Teachers: Basic Psychological Need Satisfaction as Mediator

The Effects of Principal Leadership and Teacher Competence on the Learning Quality: Does the Mediation of Infrastructure Matter?

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