The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment
By Hester Hulpia, G. Devos, Yves Rosseel. 2009
263 citations recorded by the source corpus.
Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology
View Paper: https://www.semanticscholar.org/paper/5b1233276a2af21f5706b518a09e5a8f13865660
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In Education
In Organizational Behavior and Human Resource Management
In Social Psychology
Citations in the corpus
- The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, unknown): “Given that school-level analyses are deemed more effective for an understanding of a wider array of factors that influence teacher learning and practices (Hulpia et al., 2009), we recommend that further research may benefit from incorporating multilevel analyses into their analytic process.”
- Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality (2020, background): “The distributed form of leadership can enhance teachers’ job satisfaction (Hulpia et al., 2009), which is expected to influence their performance (Judge et al., 2001).”
- The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “So, although scholars have suggested it is best to treat school leadership variables as school-level variables and to perform multilevel analysis in such cases (Hulpia, Devos, and Rosseel 2009), we were only able to conduct a single-level analysis.”
- The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment (2017, methodology): “These concepts were operationalized and measured using existing scales (Aelterman et al., 2002; Gibson and Dembo, 1984; Hulpia et al., 2009; Leithwood and Jantzi, 1999; Louis et al., 2010; Maslowski, 2001; Pearson and Hall, 1993; Staessens, 1990).”
- Comparing the effects of instructional and transformational leadership on student achievement (2014, background): “This shift has stirred a new line of research looking at different conceptualizations of leadership, which researchers are calling shared instructional leadership (Marks and Printy, 2003) and distributed leadership (Hulpia et al., 2009; Mayrowetz, 2008; Scribner et al., 2007).”
- The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration (2020, background): “…and to what extent school leadership accounts for the variations in teacher job satisfaction and self-efficacy perceptions (Bogler, 2001; Duyar et al., 2013; Gedik and Bellibaş, 2015; Hallinger et al., 2017; Hulpia et al., 2009; Liu and Printy, 2017; Ngotngamwong, 2018; Nir and Kranot, 2006).”
- A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools (2011, methodology): “Items for the questionnaire were mainly developed from foreign sources (e.g. Goddard et al. 2000; Ritchie and Woods 2007; Mascall et al. 2008; Hulpia et al. 2009; Beard et al. 2010).”
- Principal–Teacher Interactions (2012, background): “High levels of satisfaction among school personnel are often found in open school environments where risk taking is encouraged between teachers and principals, especially when the risk aims toward school improvement ideas (Bryk et al., 2010; Firestone & Pennell, 1993; W. K. Hoy et al., 2002; W. K. H”