Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources

Abstract

This study analyzes the relationships between transformational leadership and job resources' satisfaction with collective teacher self-efficacy. It also explores the mediating role of satisfaction with job resources between transformational leadership and collective teacher self-efficacy. Primary level teachers (N = 260) from different schools in Argentina participated in this study, ranging from 21 to 60 years old. Participants responded to scales that assessed transformational leadership, satisfaction with job resources (leader, task, team, organization), and collective teacher self-efficacy. SEM models were computed using Unweighted Least Squares estimation. First, we tested if participants distinguished between the thirteen primary constructs previously measured using confirmatory factor analysis. Then, a predictive model with the three main latent variables was specified, and each dimension's average scores were used as indicators. After minor changes, the measurement and predictive models fit the data satisfactorily. Specifically, transformational leadership was a direct predictor of satisfaction with job resources and an indirect and large predictor of collective teacher self-efficacy. In turn, satisfaction with job resources is the only direct and significant predictor of collective teacher self-efficacy. Altogether, the model explained 57% of the variance of collective teacher self-efficacy. This study demonstrates the capacity of transformational leadership behaviors of school principals to influence teacher outcomes variables.

Transformational Leadership on Teachers' Performance Mediated by Teacher Satisfaction

“…While and hygiene factors: supervision, company policy, relationship with supervisor, working conditions, salary, relationship with peers, personal life, relationship with the member, status, and security (Robbins & Coulter, 2021). However, in this study, the researchers limited the indicators to hygiene factors.…”

“…In other research, it was also stated that several things that play a role in employee performance include a) work commitment, b) job satisfaction, and c) organizational commitment (Bahjat Abdallah et al, 2017;Ćulibrk et al, 2018;Octavianus, 2022;Prayogi & Fahmi, 2021) as cited in ; and (Ocampo, 2016). In another study, it was stated that transformational leadership is believed to be able to improve teacher performance because of the ability to influence subordinates while increasing their participation in achieving goals, (Sánchez-Rosas et al, 2023). Leadership style is associated with employee satisfaction (Sánchez-Rosas et al, 2023;Rafique1 et al, 2022).…”

“…In another study, it was stated that transformational leadership is believed to be able to improve teacher performance because of the ability to influence subordinates while increasing their participation in achieving goals, (Sánchez-Rosas et al, 2023). Leadership style is associated with employee satisfaction (Sánchez-Rosas et al, 2023;Rafique1 et al, 2022). Furthermore, there are other factors in fostering positive performance, namely job satisfaction (Edwards & Martin, 2017;Muftah et al, 2022;Rafique1 et al, 2022;Prasetyo et al, 2023;Muttalib et al, 2023;Soetirto et al, 2023).…”

“…Someone who is satisfied in his job also has a positive impression and attitude. When they are dissatisfied, they tend to have a negative attitude (Robbins & Coulter, 2021). Job satisfaction can be described as a person's attitudes and feelings toward their own work (Özdemir, 2020;Ariansyah & Mardalena, 2019).…”

Teacher innovativeness: The effect of self-efficacy, transformational leadership, and school climate

“…In the context of organizations, transformational leadership affects other aspects, including teacher performance (Kitur et al, 2020), teacher commitment (Metaferia et al, 2023), and teacher mental health (Lin et al, 2022). Moreover, transformational leadership affects the selfefficacy of teachers and teacher efficacy in groups (Kang, 2021;Musadad et al, 2022;Sánchez-Rosas et al, 2023).…”