Transformational School Leadership as a Key Ingredient in Teachers' First Year in the Profession

• In Event: Park Central Roundtable Session 15
  In Roundtable Session: The Possibilities and Necessities of Supervision in the 21st Century

Abstract

Teacher drop-out is a global concern that particularly affects beginning teachers. Teachers’ job satisfaction, affective organizational commitment and intrinsic motivation to teach are considered job attitudes that promote the retention of beginning teachers. This study explores the interplay between transformational leadership, professional collegial support and self-efficacy as two hypothesized school factors and one individual psychological factor influencing teachers’ job attitudes. Based on survey data of 292 first-year elementary teachers, a conceptual model was tested using path analysis. Results demonstrate that transformational school leadership facilitates both professional collegial support and self-efficacy, and is directly and indirectly related to teachers’ job attitudes in a positive way. Implications for the supportive role of the leader at the beginning of teachers’ careers are discussed.

Authors

• Laura Thomas, Ghent University

• Melissa Tuytens, Ghent University

• Geert Devos, Ghent University

• Geert Kelchtermans, University of Leuven

• Ruben Vanderlinde, Ghent University