Publication: The influence of perceived role ambiguity and school leadership prototypes on teachers’ anxiety about school leadership: The mediating role of leadership self-efficacy
Authors
Ayyıldız, Pınar ; Fidan, Tuncer ; Duyar, İbrahim ; Arastaman, Gökhan ; Kurt, Türker
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/analesps.620951
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info:eu-repo/semantics/article
Description
Abstract
El propósito del presente estudio fue examinar la influencia de la ambigüedad de roles percibida y los prototipos de liderazgo escolar en la ansiedad de los docentes por ocupar puestos de liderazgo escolar. También investigamos el papel mediador de las creencias de autoeficacia en el lide-razgo de los docentes. En este estudio correlacional transversal participó una muestra aleatoria de 390 docentes. Se emplearon estadísticas multiva-riadas y modelos de ecuaciones estructurales para analizar la supuesta rela-ción directa e indirecta entre las variables del estudio. Los hallazgos demos-traron que, si bien la ambigüedad percibida en el rol aumentaba significati-vamente la ansiedad de los docentes sobre la búsqueda de liderazgo escolar, los prototipos de liderazgo escolar la disminuían. La autoeficacia del lide-razgo medió parcialmente las relaciones entre los prototipos de liderazgo y la ansiedad de los docentes por perseguir el liderazgo escolar. Los hallazgos del estudio contribuirían al desarrollo de políticas que alivien la influencia adversa de los factores que contribuyen a la renuencia de los docentes a desempeñar roles de liderazgo y promoverían sus decisiones para hacerlo.
The current study aimed to examine the influence of perceived role ambiguity and school leadership prototypes on teachers’ anxiety about pursuing school leadership positions. We also investigated the mediating role of teachers’ leadership self-efficacy beliefs. A random sample of 390 teachers participated in this cross-sectional correlational study. Multivari-ate statistics and structural equation modeling were employed to analyze the hypothesized direct and indirect relationship between the study varia-bles. The findings demonstrated whilst the perceived role ambiguity signif-icantly increased teachers’ anxiety about pursuing school leadership, school leadership prototypes decreased it. Leadership self-efficacy partially medi-ated the relationships between leadership prototypes and teachers’ anxiety about pursuing school leadership. The study’s findings would contribute to the development of policies that alleviate the adverse influence of the con-tributing factors to teachers’ reluctance to pursue leadership roles and promote their decisions to do so.
The current study aimed to examine the influence of perceived role ambiguity and school leadership prototypes on teachers’ anxiety about pursuing school leadership positions. We also investigated the mediating role of teachers’ leadership self-efficacy beliefs. A random sample of 390 teachers participated in this cross-sectional correlational study. Multivari-ate statistics and structural equation modeling were employed to analyze the hypothesized direct and indirect relationship between the study varia-bles. The findings demonstrated whilst the perceived role ambiguity signif-icantly increased teachers’ anxiety about pursuing school leadership, school leadership prototypes decreased it. Leadership self-efficacy partially medi-ated the relationships between leadership prototypes and teachers’ anxiety about pursuing school leadership. The study’s findings would contribute to the development of policies that alleviate the adverse influence of the con-tributing factors to teachers’ reluctance to pursue leadership roles and promote their decisions to do so.
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