Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy

By John A. Ross, P. Gray. 2006

549 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b5942321d9a3e100979ee753e49a7ec965fc58a1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Safety Research

Citations in the corpus

Leadership efficacy: Review and future directions (2008, background): “In some prior research, collective efficacy has also been shown to be a mediator between leadership style and performance (Ross and Gray, 2006; Sivasubramaniam et al., 2002; Taggar and Seijts, 2003; Walumbwa et al., 2004).”
Examination of Relationships between Instructional Leadership of School Principals and Self-Efficacy of Teachers and Collective Teacher Efficacy. (2012, background): “…research on leadership (Armstrong-Coppins, 2003; Cagle & Hopkins, 2009; Demir, 2008; Hipp, 1995, 1996; Lee et al.; Kurt, 2009; Nicholson, 2003; Ross & Gray, 2006; Oliver, 2001; Williams, 2010) states that some leadership behaviors are effective on determining teachers’ perceptions of self and…”
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): “The studies in this body of research argued that teacher self-efficacy and job satisfaction have significant connections to their commitment, level of stress, burnout, and classroom practices (Ladebo, 2005; Paulı́k, 2012; Rimm-Kaufman and Sawyer, 2004; Ross and Gray, 2006; Schwarzer and Hallum, 2008”
Transformational Leadership and Collective Efficacy: The Moderating Roles of Collaborative Culture and Teachers' Self-Efficacy (2008, background): “According to Ross and Gray (2006), transformational leadership might contribute to collective teacher efficacy through each of these four mechanisms identified as sources of efficacy information.”
How to Improve Teaching Practices (2011, background): “Far more evidence is available for the effects of transformational leader ship on teacher motivation and extra effort (Geijsel et al., 2003; Leithwood et al., 1999; Leithwood & Sun, 2009; Nguni et al., 2006; Ross & Gray, 2006).”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “Other studies have documented that teachers with high self-efficacy are more enthusiastic for teaching, are open to new ideas and are willing to test various teaching methods to satisfy their students’ needs (Allinder, 1994; Ross & Gray, 2006).”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “Principals who are transformational leaders can create a climate that emphasises goal clarity and change and alleviate their teachers to achieve their objectives (Geijsel et al. 2009; Leithwood, Harris, and Hopkins 2019; Ross and Gray 2006).”
Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students (2006, background): “A few researchers have focused on the relationship of transformational leadership with collective efficacy, with mixed results ( Hipp, 1997 ; Hipp & Bredeson, 1995 ; Nicholson, 2003 ; Ross & Gray, 2004 ).”
Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “Teachers’ organizational and professional commitment is related to adopting the goals of the school, loyalty to their values and willingness to strive for the school (Bogler & Somech, 2004; Mowday, Porter, & Steers, 1982; Ross & Gray, 2006b).”
Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context (2010, background): “Other recent studies have found links between TCE and professional commitment and teachers’ sense of community (Ciani, Summers, & Easter, 2008; Ross & Gray, 2006; Ware & Kitsantas, 2007).”
Unpacking the effects of culture on school leadership and teacher learning in China (2020, background): “…a growing body of research confirms that principal instructional leadership can have a positive impact on teacher self-efficacy and knock-on effects on commitment and teacher learning (Hallinger et al., 2018; Liu & Hallinger, 2018; Liu et al., 2016; Piyaman et al., 2017; Ross and Gray, 2006).”
Transformational Teaching and Adolescent Self‐Determined Motivation, Self‐Efficacy, and Intentions to Engage in Leisure Time Physical Activity: A Randomised Controlled Pilot Trial (2011, methodology): “…of education, transformational leadership research has primarily centered on the influence of school principals’ behaviors on teachers (e.g. Bogler, 2001; Koh, Steers, & Terborg, 1995; Ross & Gray, 2006), and not on the influence of teachers in relation to students’ development and behavior.”