The Impact of Self-affirmation on Teacher Leadership: An Experimental Design

Özgür Bolat

Makale detayları

The Impact of Self-affirmation on Teacher Leadership: An Experimental Design

Yazarlar:

Özgür Bolat

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Alan Eğitimleri (Diğer)

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.16 Issue 4, pp.868-886

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001302149

pISSN:

1308-1659

Anahtar kelimeler:

Özet:

 Teacher leadership has recently gained significant attention in the literature since there is enough evidence that it leads to effective student outcomes. Therefore, many scholars study the antecedents of teacher leadership. This study investigates the impact of self-affirmation on teacher leadership beliefs through an experimental design. Self-affirmation, a well-established construct in psychological science, refers to participants affirming their self-transcendent e.g., empathy, justice, honesty or self-enhancement e.g., power, status, wealth values through a writing exercise. In the experiment n221, participants were randomly assigned to one of three groups: a self-transcendent value-affirmation group STVA, a self-enhancement value-affirmation group SEVA, or a control group. Participants in three groups wrote about their self-transcendent values, self-enhancement values or their meals and completed teacher leadership belief scale. Analysis of variance ANOVA demonstrated that the STVA group had significantly higher scores on teacher leadership belief scales compared to the SEVA and the control group. This finding suggests that affirming self-transcendent values can lead teachers to adopt leadership beliefs, which in turn is likely to affect their leadership behaviours. School leaders can incorporate self-affirmation exercises into professional development programmes to facilitate teacher leadership.

 Teacher leadership has recently gained significant attention in the literature since there is enough evidence that it leads to effective student outcomes. Therefore, many scholars study the antecedents of teacher leadership. This study investigates the impact of self-affirmation on teacher leadership beliefs through an experimental design. Self-affirmation, a well-established construct in psychological science, refers to participants affirming their self-transcendent e.g., empathy, justice, honesty or self-enhancement e.g., power, status, wealth values through a writing exercise. In the experiment n221, participants were randomly assigned to one of three groups: a self-transcendent value-affirmation group STVA, a self-enhancement value-affirmation group SEVA, or a control group. Participants in three groups wrote about their self-transcendent values, self-enhancement values or their meals and completed teacher leadership belief scale. Analysis of variance ANOVA demonstrated that the STVA group had significantly higher scores on teacher leadership belief scales compared to the SEVA and the control group. This finding suggests that affirming self-transcendent values can lead teachers to adopt leadership beliefs, which in turn is likely to affect their leadership behaviours. School leaders can incorporate self-affirmation exercises into professional development programmes to facilitate teacher leadership.

 Teacher leadership has recently gained significant attention in the literature since there is enough evidence that it leads to effective student outcomes. Therefore, many scholars study the antecedents of teacher leadership. This study investigates the impact of self-affirmation on teacher leadership beliefs through an experimental design. Self-affirmation, a well-established construct in psychological science, refers to participants affirming their self-transcendent e.g., empathy, justice, honesty or self-enhancement e.g., power, status, wealth values through a writing exercise. In the experiment n221, participants were randomly assigned to one of three groups: a self-transcendent value-affirmation group STVA, a self-enhancement value-affirmation group SEVA, or a control group. Participants in three groups wrote about their self-transcendent values, self-enhancement values or their meals and completed teacher leadership belief scale. Analysis of variance ANOVA demonstrated that the STVA group had significantly higher scores on teacher leadership belief scales compared to the SEVA and the control group. This finding suggests that affirming self-transcendent values can lead teachers to adopt leadership beliefs, which in turn is likely to affect their leadership behaviours. School leaders can incorporate self-affirmation exercises into professional development programmes to facilitate teacher leadership.

 Teacher leadership has recently gained significant attention in the literature since there is enough evidence that it leads to effective student outcomes. Therefore, many scholars study the antecedents of teacher leadership. This study investigates the impact of self-affirmation on teacher leadership beliefs through an experimental design. Self-affirmation, a well-established construct in psychological science, refers to participants affirming their self-transcendent e.g., empathy, justice, honesty or self-enhancement e.g., power, status, wealth values through a writing exercise. In the experiment n221, participants were randomly assigned to one of three groups: a self-transcendent value-affirmation group STVA, a self-enhancement value-affirmation group SEVA, or a control group. Participants in three groups wrote about their self-transcendent values, self-enhancement values or their meals and completed teacher leadership belief scale. Analysis of variance ANOVA demonstrated that the STVA group had significantly higher scores on teacher leadership belief scales compared to the SEVA and the control group. This finding suggests that affirming self-transcendent values can lead teachers to adopt leadership beliefs, which in turn is likely to affect their leadership behaviours. School leaders can incorporate self-affirmation exercises into professional development programmes to facilitate teacher leadership.

Makale detayları

The Impact of Self-affirmation on Teacher Leadership: An Experimental Design

Yazarlar:

Özgür Bolat

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Alan Eğitimleri (Diğer)

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.16 Issue 4, pp.868-886

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001302149

pISSN:

1308-1659

teacher leadership

self-affirmation

experiment

school leadership

Sayı

Makale detayları

The Impact of Self-affirmation on Teacher Leadership: An Experimental Design

Yazarlar: Özgür Bolat

Yayıncı: Afyon Kocatepe University

Ana Başlıklar: Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Alan Eğitimleri (Diğer)

Dergi: Kuramsal Eğitimbilim Dergisi Vol.16 Issue 4, pp.868-886

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001302149

pISSN: 1308-1659

teacher leadership

self-affirmation

experiment

school leadership

Sayı

Yazarlar:

Özgür Bolat

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Alan Eğitimleri (Diğer)

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.16 Issue 4, pp.868-886

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001302149

pISSN:

1308-1659