Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession

Abstract

Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers’ intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e. transformational leadership of the principal, professional collegial support) and the teacher level (i.e. self-efficacy) influencing these job attitudes. A sample of 292 first-year primary-school teachers participated. The results of the path analysis demonstrated that transformational leadership of the principal is directly related to teachers’ job attitudes in a positive way. Moreover, transformational leadership of the principal is also indirectly related to these attitudes, via both professional collegial support and teachers’ self-efficacy. Implications for the supportive role of the principal in the teachers’ first year in the profession are discussed.

Optimal educational climate among students at risk: the role of teachers’ work attitudes

“…Employees’ work attitudes serve as an important emotional factor that creates various and multiple commitments. Teachers with a stronger commitment to their profession and organization are expected to be more effective and to address their students’ needs more efficiently (Thomas et al, 2020 ). In this study, we investigated several aspects of work attitudes, as the literature shows the importance of these particular attitudes among teachers in general, and more specifically, among teachers working with students at risk (Castrén et al, 2017 ).…”

Transformational Leadership and Instructional Quality during the COVID-19 Pandemic: A Moderated Mediation Analy

“…Previous studies showed that TSL is positively related to teacher commitment (e.g., Li & Liu, 2020;Thomas et al, 2018), classroom practices (Leithwood & Jantzi, 1999;Leithwood & Mascall, 2008;Thoonen et al, 2011), and to students' academic success (Sun & Leithwood, 2012). However, even though these findings suggest that TSL might be an important factor in shaping teacher effectiveness, research in this field is still scant.…”

Teacher Attrition: Differences in Stakeholder Perceptions of Teacher Work Conditions

“…to strengthen those relationships as a possible solution to the teacher attrition problem. However, while there is evidence that some administrators have employed such efforts with some success in their schools, such successes have not made a dent in teacher attrition levels on a large scale [19].…”