Examining Teachers’ Anxiety to Pursue Leadership Roles: Influence of Leadership Self-Efficacy, Prototypes, and Role Ambiguity

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 4
  In Roundtable Session: Redefining Leadership: Addressing Barriers and Evolving Roles in School Leadership (Table 2)

Abstract

The current study examined the influence of teachers’ perceived leadership prototypes, role ambiguity, and self-efficacy beliefs on their anxiety about pursuing school leadership positions. A correlational survey design was employed with a random sample of 390 participants. Multivariate statistics and structural equation modeling were employed to analyze direct and indirect relationships between variables. The findings demonstrated that while the perceived role ambiguity significantly increased teachers’ anxiety about pursuing school leadership, school leadership prototypes decreased it. Leadership self-efficacy fully mediated the relationships between leadership prototypes and teachers’ anxiety about pursuing school leadership. These findings could guide policymakers and practicing administrators on contributing factors to teachers’ reluctance to pursue leadership roles, thus promoting teachers’ decisions to pursue school leadership roles and positions.

Authors

• Pinar Ayyildiz, Lokman Hekim University

• Tuncer Fidan, Alanya Alaaddin Keykubat University

• Ibrahim Duyar, Arkansas State University

• Gokhan Arastaman, Hacettepe University

• Turker Kurt, Gazi University