The Moderating Effect of Leadership Style in the Relation Between Teacher Accountability Disposition and Work Performance

• In Event: Roundtable Session 30
  In Roundtable Session: Teacher Observation, Evaluation, and Performance

Abstract

The purpose of the study was to examine the moderating role of school administrators' leadership style (transactional and transformational) in the relation between teacher accountability disposition (external and internal) and two types of teacher work performance (in-role and extra-role). The study sample was 290 Israeli teachers, grouped in 65 teams. Findings, based on hierarchical linear modeling, showed that external accountability was related to both types of performance, and internal accountability was related to extra-role performance only. We also found that transactional leadership style moderated the relation between internal accountability and extra-role behavior. The results of this study validated theories of individual-level accountability and pointed to the importance of leadership style for outcomes of teacher accountability.

Authors

• Zehava Rosenblatt, University of Haifa

• Adva Pinyan, University of Haifa