A Key to Unlocking Reform in Education: Autonomy Supportive Leadership and the Diffusion of Innovation

• In Event: Leadership Practices for Developing Teachers and Teamwork

Abstract

This study incorporates self-determination theory, personality systems interaction (PSI) theory applied to school leadership, and diffusion of innovation theory within an innovation involving school leadership and teaching to provide equitable opportunities for high quality learning. Using a cross-sectional survey design of about 1,400 teachers from 71 low performing schools in the United States, we examined teacher perceptions of leadership characteristics, support/frustration of teacher autonomy, and teachers’ willingness to adopt an educational innovation. Our findings reveal that autonomy satisfaction/frustration mediated the relationship between PSI leadership style and teacher implementation of the innovation. Additionally, teacher innovativeness had a positive and statistically significant impact on implementation of the innovation after accounting for autonomy satisfaction/frustration, leadership styles, and years of experience.

Authors

• Lindsey Devers Basileo, Instructional Empowerment

• Merewyn E. Lyons, Instructional Empowerment

• Michael David Toth, Instructional Empowerment

• Barbara Otto, Fresenius University of Applied Sciences

• Matteo Carmignola, University of Salzburg

• Franz Hofmann, University of Salzburg