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    Transformational Leadership and its Impact on School Climate and Teachers’ Self-Efficacy in Indonesian High Schools

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    Authors
    Damanik, Enceria
    Aldridge, Jill
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Damanik, E. and Aldridge, J. 2017. Transformational Leadership and its Impact on School Climate and Teachers’ Self-Efficacy in Indonesian High Schools. Journal of School Leadership. 27 (2): pp. 269-296.
    Source Title
    Journal of School Leadership
    ISSN
    1052-6846
    Faculty
    Faculty of Humanities
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/89272
    Collection
    • Curtin Research Publications
    Abstract

    This study examined the relationships between principals’ leadership, school climate, and teachers’ sense of self-efficacy. Drawing on existing scales, this study examined six aspects of principal leadership (professional interaction, participatory decision-making, individual support, intellectual stimulation and moral perspective) and four school climate factors (staff collegiality, goal consensus, work pressure, resource adequacy, and staff freedom). The participants included 604 Indonesian teachers drawn from 27 high schools. The data were analysed using Structural Equation Modeling. The results indicated statistically significant and positive relationships between leadership style, school climate, and teacher self-efficacy. With the exception of individual support, the relationships between principal leadership and teacher self-efficacy were largely indirect, mediated through staff collegiality and goal consensus.

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