scholarly journals Instructional Leadership Effects on Teachers’ Work Engagement: Roles of School Culture, Empowerment, and Job Characteristics

2019 ◽  
Author(s):  
Adel Zahed-Babelan ◽  
Ghodratollah Koulaei ◽  
Mahdi Moeinikia ◽  
Ali Rezaei Sharif
Keyword(s):  
School Culture ◽  
Instructional Leadership ◽  
Work Engagement ◽  
Structural Equation ◽  
Rating Scale ◽  
Psychological Empowerment ◽  
Job Characteristics ◽  
Shared Vision ◽  
Job Engagement ◽  
Job Diagnostic Survey

In the article, the relations between the principal’s instructional leadership, school culture, psychological empowerment, job characteristics, and teachers’ work engagement was examined on a sample of 310 elementary school teachers. The results showed no direct effects of the principal’s instructional leadership on work engagement; however, they proved the belief that the principal could have an indirect effect on teachers’ work engagement through indirect variables: school culture, teacher empowerment, and job characteristics. The research method is structural equation modelling, for the purpose of which five research tools (the Principal Instructional Management Rating Scale, the School Culture Survey, the Job Diagnostic Survey, the Psychological Empowerment Questionnaire, and the Job Engagement Questionnaire) were used for data collection. The participants were selected through a stratified sampling method. The reliability was assessed by Cronbach’s alpha. The results showed that the model fitted the data and that the relationship between instructional leadership and job engagement was established entirely through school culture, empowerment, and the job characteristics of teachers. The principals are recommended to apply the instructional leadership approach. By assisting teachers in collaboration, instilling collective leadership, and communicating a shared vision, the principals can contribute to developing a positive and participatory school culture.

scholarly journals Investigating positive leadership, psychological empowerment, work engagement and satisfaction with life in a chemical industry

2015 ◽  
Vol 41 (1) ◽  
Author(s):  
Tersia Nel ◽  
Marius W. Stander ◽  
Juraida Latif
Keyword(s):  
Work Engagement ◽  
Chemical Industry ◽  
Indirect Effect ◽  
Structural Equation ◽  
Satisfaction With Life ◽  
Psychological Empowerment ◽  
Cross Sectional Survey ◽  
Convenience Sample ◽  
Positive Leadership ◽  
Leadership Behaviour

Orientation: The predominant theme of this research attends to the role of perceived positive leadership behaviour in relation to employee outcomes (psychological empowerment, work engagement, and satisfaction with life).Research purpose: The objective of this study was to investigate whether perceived positive leadership behaviour could predict psychological empowerment, work engagement, and satisfaction with life of employees in a chemical organisation in South Africa and whether positive leadership behaviour has an indirect effect on employees work engagement and satisfaction with life by means of psychological empowerment. Motivation for the study: The motivation for this study arose from the evident gap in academic literature as well as in terms of practical implications for the chemical industry regarding positive leadership behaviour, psychological empowerment, work engagement and satisfaction with life of employees. Research design, approach and method: A cross-sectional survey design was used with a convenience sample (n = 322). Structural equation modelling (SEM) was used to examine the structural relationships between the constructs. Main findings: Statistically significant relationships were found between positive leadership behaviour, psychological empowerment, work engagement and satisfaction with life of employees. Positive leadership has an indirect effect on work engagement and satisfaction with life via psychological empowerment.Practical/managerial implications: This study adds to the lack of literature in terms of positive leadership, psychological empowerment, work engagement and satisfaction with life within a chemical industry. It can also assist managers and personnel within the chemical industry to understand and perhaps further investigate relationships that exist between the above mentioned concepts.Contribution/value-add: It is recommended that leadership discussions, short training programs and individual coaching about positive leadership and particularly psychological empowerment take place.

Relationships between job characteristics, work engagement, conscientiousness and managers’ turnover intentions

2018 ◽  
Vol 47 (2) ◽  
pp. 353-377 ◽  
Author(s):  
Upasna A. Agarwal ◽  
Vishal Gupta
Keyword(s):  
Work Engagement ◽  
Indirect Effects ◽  
Turnover Intention ◽  
Structural Equation ◽  
Turnover Intentions ◽  
Job Characteristics ◽  
Equation Modeling ◽  
Content Type ◽  
The Relationship

Purpose Integrating the job demands-resources theory and the conservation of resources theory, the purpose of this paper is to develop and test a moderated-mediation model examining the relationships between motivating job characteristics, work engagement, conscientiousness and managers’ turnover intentions. Design/methodology/approach Data were collected using a survey questionnaire from 1,302 managers working in eight Indian private sector organizations. Structural equation modeling and hierarchical regression analysis were used to test the hypothesized relationships between the study variables. Findings The study found evidence of the mediating role of work engagement for the relationship between motivating job characteristics and managers’ turnover intentions. Conscientiousness moderated the relationship between work engagement and turnover intention. The total and indirect effects of motivating job characteristics on turnover intention were moderated by conscientiousness. Research limitations/implications The study was cross-sectional, so inferences about causality are limited. Practical implications The findings of this study reaffirm the crucial role of job characteristics in influencing work engagement and turnover intention. By examining work engagement as a mediator for the job characteristics-turnover intention relationship, this study explores the process through which job characteristics are associated with turnover intention. The findings of the moderating influence of contentiousness on the relationship of direct and indirect effects of job characteristics suggests that individual personality can influence social exchanges as well as managerial attitudes and behaviors in multiple ways. Originality/value The study provides an insight into the underlying process through which job characteristics are related to managers’ turnover intentions. To the best of the authors’ knowledge, such a study is the first of its kind.

Bullying effects on performance and engagement among academics

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matti Meriläinen ◽  
Kristi Kõiv ◽  
Anu Honkanen
Keyword(s):  
Work Engagement ◽  
Structural Equation ◽  
Work Performance ◽  
Rating Scale ◽  
Mail Survey ◽  
Content Type ◽  
Perceived Performance ◽  
Point Rating Scale ◽  
And Performance ◽  
The Relationship

Purpose The purpose of this paper is to examine relationships between perceived bullying, work engagement and work performance among Estonian academics. Specifically, it details what forms of bullying affect work engagement and performance. Moreover, the study explores the relationship between engagement and performance among bullied academics. Design/methodology/approach A total of 864 faculty members from nine Estonian universities participated in an e-mail survey in Spring 2014. Bullying was measured using the Negative Acts Questionnaire-Revised (NAQ-R22), and work engagement was assessed using the nine-item Utrecht Work Engagement Scale. Respondents’ perceived performance and productivity were measured on a ten-point rating scale. Structural equation modelling was used to analyse the relationship between bullying, engagement and performance. Findings Perceived bullying – especially “professional understating” – decreased work engagement and work performance among Estonian academics. The decrease in performance preceded the decrease in engagement or vice versa. The decrease in engagement was followed by lowered performance. Research limitations/implications A longitudinal study is needed to prove the specific one-way effect of (decreased) performance (because of perceived bullying) on engagement. Practical implications Preventing bullying and further increasing engagement and performance among Estonian academics requires getting out of policy of professional understating. Social implications The authors need to determine why Estonian academics experience professional understating, which includes being ordered to perform tasks below one’s level of competence and having key areas of responsibility removed or replaced with more trivial or unpleasant tasks. Originality/value The present results prove that it is possible to differentiate between specific forms of bullying in a specific context and further reveal those factors specifically that affect work performance and work engagement. Among Estonian academics – revealed in this study – “professional understating” seems to be such a factor.

Development and validation of an instrument measuring core job characteristics

2019 ◽  
Vol 34 (2) ◽  
pp. 373-385
Author(s):  
Nikolaos Tsigilis ◽  
Athanasios Koustelios
Keyword(s):  
Factor Analysis ◽  
Structural Equation ◽  
Factor Model ◽  
Five Factor Model ◽  
Job Characteristics ◽  
Equation Modeling ◽  
Content Type ◽  
The Core ◽  
New Instrument ◽  
Job Diagnostic Survey

Purpose Much of prior research focused on the dimensionality of the part of Job Diagnostic Survey that measures the core job characteristics, with mixed findings. The purpose of this paper is to develop and validate an instrument assessing core job characteristics. Design/methodology/approach Public school teachers (n=685) serving in elementary and secondary schools filled in the Core Job Characteristics Inventory (CJCI). CJCI comprises 29 items to assess job autonomy, task significance, task identification, skill variety and feedback from the job. The development of the CJCI undergone the following stages: development of an initial pool of items, examination of its content validity by ten experts and a pilot study. Findings Exploratory factor analysis revealed five factors with satisfactory internal consistency. Confirmatory factor analysis showed mixed results. Application of exploratory structural equation modeling procedures revealed that a correlated five-factor model yielded an adequate fit to the data. Associations among the five work features were significant, positive and yielding moderate values. Correlations among the five-core job characteristics and two affective job responses (job satisfaction and emotional exhaustion) provided evidence of CJCI concurrent validity. Practical implications Human resources managers can use CJCI to measure core job characteristics or to evaluate interventions in the work places. Originality/value A new instrument was developed to measure core job characteristics, and to address previous shortcomings reported in the literature. The rigorous methodological procedure, which followed for the development of the CJCI combined with a cross-validation approach best guarantees its applicability.

scholarly journals Modeling School Leadership in Teachers work Engagement through School Culture, Empowerment and Job Characteristics

2019 ◽  
Vol 12 (1) ◽  
pp. 212-238
Author(s):  
قدرت اله کولایی ◽  
عادل زاهد بابلان ◽  
مهدی معینی کیا ◽  
علی رضایی شریف
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Work Engagement ◽  
Job Characteristics

Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership

2018 ◽  
Vol 48 (1) ◽  
pp. 82-105 ◽  
Author(s):  
Junjun Chen ◽  
Wei Guo
Keyword(s):  
Emotional Intelligence ◽  
Instructional Leadership ◽  
Instructional Strategies ◽  
Primary Schools ◽  
Structural Equation ◽  
Teaching Practice ◽  
Rating Scale ◽  
Leadership Behavior ◽  
Influential Factors ◽  
The Impact

This paper reports on a study that examined the effect of school principals’ emotional intelligence, and their instructional leadership, on improving teachers’ instructional strategies. A sample of 534 primary teachers from 54 primary schools in China was approached and invited to respond to a questionnaire. Structural equation modelling identified the relationships between three constructs – Wong’s Emotional Intelligence Scale, the Principal Instructional Management Rating Scale, and the Instructional Strategy Scale – and between the dimensional levels. The study confirmed the theoretical proposition that principals’ EI and their instructional leadership behavior are influential factors with regard to teachers’ instructional strategies. The findings are of particular interest because they include the element of emotional intelligence for improvement of teaching practice and evaluating the effectiveness of the principal.

Psychometric analysis of a Malay language version of the Principal Instructional Management Rating Scale

2020 ◽  
pp. 174114322094251
Author(s):  
Lei Mee Thien
Keyword(s):  
Instructional Leadership ◽  
Convergent Validity ◽  
Structural Equation ◽  
Discriminant Validity ◽  
Rating Scale ◽  
Criterion Validity ◽  
Instructional Management ◽  
Language Version ◽  
First Order ◽  
Order Construct

The extent to which the Principal Instructional Management Rating Scale (PIMRS) is sensitive and appropriate to be used in different cultural contexts remains underexplored in the literature. To address this research gap, this study attempts to validate a Malay language version of PIMRS by assessing convergent, discriminant, and criterion validity from a hierarchical perspective. Data were collected from 375 primary school teachers from 30 selected schools in Penang and Kedah, Malaysia. Data were analysed using partial least squares structural equation modelling approach with SmartPLS 3.2.9 software. Findings revealed that four items had to be excluded to ensure the construct validity of the third-, second-, and first-order constructs. Convergent validity and discriminant validity were established for all the second- and first-order constructs with the statistic estimates exceeding the respective threshold. Redundancy analysis confirmed the establishment of the convergent validity of instructional leadership as a formative third-order construct. Criterion validity was established with the significant and positive effect of instructional leadership on collective teacher efficacy (CTE) ( β = 0.578, t = 14.206). Local and international educational researchers could replicate the current validation approach in future psychometric PIMRS validation studies in a different research context.

The Influence of Work Life Balance and Job Characteristics to Individual Work Performance: The mediating effect of Work Engagement

2021 ◽  
Vol 12 (1) ◽  
pp. 99-99
Author(s):  
R. Rostiana ◽  
A. Malik Gismar
Keyword(s):  
Work Engagement ◽  
Structural Equation ◽  
Work Performance ◽  
Job Characteristics ◽  
Work Life ◽  
Mediating Effect ◽  
Work Life Balance ◽  
Life Balance ◽  
Multidimensional Construct ◽  
Job Characteristic

The focus of work performance measurement is only on task performance, however this concept has been developed to be a multidimensional construct and it is still needed to explore in order to get comprehensive information for employee developing program. The purpose of this study is to to elucidate the mediating role of work engagement (WE) in the complex relationship of multidimentional work performace within measures of work life balance and job characteristics. Data were collected from civil servants in Jakarta (N=300), using four scales to measure work performance; work engagement; work life balance; job characteristic and the hypotheses were tested using Structural Equation Model. The result showed that the structural model is supported by empirical data; The influence of work life balance to work performance and also from job characteristic to work performance, both are proven to be mediated by WE. With regarding the multidimensional construct, WE acts as a full mediator in the dimensions of task and contextual performances and as a partial mediator in the dimension of counter productive performance. Keywords: work engagement, mediator, work life balance, job characteristics and multidimensional work performance.

Sign in / Sign up

Export Citation Format

Share Document