scholarly journals The Predictive Effect of Teachers’ Perception of School Principals’ Motivating Language on Teachers’ Self-Efficacy via a Cultural Context

2020 ◽  
Vol 12 (21) ◽  
pp. 8830
Author(s):  
Emir Ozeren ◽  
Aykut Arslan ◽  
Serdar Yener ◽  
Andrea Appolloni
Keyword(s):  
Self Efficacy ◽  
Speech Acts ◽  
Cultural Context ◽  
Communication Theory ◽  
School Principals ◽  
Average Length ◽  
Mediating Effect ◽  
Survey Method ◽  
Motivating Language ◽  
Motivating Language Theory

The aim of the study is to investigate the relationship between teachers’ perception of school principals’ motivating language and teachers’ self-efficacy mediated by the cultural context. School principals’ linguistic communication skills are critical to sustain the motivation of teachers and their self-efficacy. Motivating language theory (MLT), on which this study is based, provides a model that helps us understand how the language, more precisely, the speech acts, used by school principals have an impact on teachers’ self-efficacy. A survey method was employed with 252 teachers through convenience sampling. The teachers’ mean age was 34.87 (SD = 9.22) years, and the average length of service was 11.72 (SD = 9.42) years. The results showed that school principals’ use of motivating language was significantly and positively associated with teachers’ self-efficacy (b = 0.10, p < 0.000). The low-context culture was found to have a full mediating effect in this relationship (b = 0.04, t = 3.1771, p < 0.000). The findings contribute to leader communication theory by highlighting a particular emphasis on the language school principals use to motivate teachers.

Communication

2016 ◽  
Vol 54 (1) ◽  
pp. 70-82 ◽  
Author(s):  
William T. Holmes ◽  
Michele A. Parker
Keyword(s):  
Title I ◽  
Oral Language ◽  
Language Use ◽  
Communication Theory ◽  
Language Theory ◽  
Future Research ◽  
Leadership Communication ◽  
Behavioral Integrity ◽  
Motivating Language ◽  
Motivating Language Theory

Motivating language theory (Sullivan, 1988) is a leadership communication theory focused on the strategic use of leader oral language. Walk and talk alignment is a main pillar of motivating language theory. As such, within the field of educational leadership, we hypothesize that behavioral integrity and credibility are required in order for motivating language to occur. In this study, a survey was administered to teachers, from 2011 to 2014, at a Title I elementary school to gauge the motivating language use of the principal. We empirically tested the ability of behavioral integrity (Simons, 1999, 2008) and credibility (McCroskey & Teven, 1999) to predict the principal’s motivating language use. There were statistically significant correlations between behavioral integrity and motivating language, credibility and motivating language, and between behavioral integrity and credibility. In each year, behavioral integrity and credibility contributed significantly to the predication of the principal’s motivating language use. Behavioral integrity and credibility are integral to a leader’s use of motivating language. We discuss the results and implications for employees and organizations, along with ideas for future research.

scholarly journals Mediating Effect of It Tools Usage on the Relationship Between Academic Self-efficacy, Learning Attitude and Academic Performance

2020 ◽  
Vol 3 (3) ◽  
pp. 377-389
Author(s):  
Nargis Abbas ◽  
Uzma Ashiq ◽  
Ayesha Abbas
Keyword(s):  
Information Technology ◽  
Academic Performance ◽  
Public Schools ◽  
Self Efficacy ◽  
Mediating Effect ◽  
Survey Method ◽  
Learning Attitude ◽  
It Usage ◽  
The Relationship ◽  
Academic Self Efficacy

Information technology has a powerful impact on our daily doings in all walks of life. Particularly in educational settings, the pyramid of learning attitude has been altered by the usage of technological tools in learning process and thus the performance of the students. However, comprehensive integration of information technology tools to enhance the learning is a deemed necessity of information age where adolescents are seemed as digital natives. Therefore, this study focused on measuring the mediating effect of information technology usage on the relationship of Academic efficacy &learning attitude and academic performance of the students in secondary schools. Multi stage sampling technique was used; 10% of secondary public schools were randomly selected from four randomly selected Tehsils of Sargodha as sample; at second stage, 20% of the 10th graders were selected from each school through stratified random sampling. Data was collected through questionnaire by using quantitative survey method. Path analysis was applied to study the mediating effect of IT usage on the relationship between academic self-efficacy and academic performance. Findings revealed that academic self-efficacy exert significant positive in direct effect on the academic performance mediated through IT usage. Similarly, academic attitude also found to have significant direct and indirect effect on the academic performance. Therefore, it is suggested that teachers should integrate the technology embedded activities in their teaching.

Informal learning, organizational commitment and self-efficacy

2018 ◽  
Vol 30 (8) ◽  
pp. 640-657 ◽  
Author(s):  
Dong-Yeol Yoon ◽  
Seung-hyun Han ◽  
Moonju Sung ◽  
Jun Cho
Keyword(s):  
Organizational Commitment ◽  
Informal Learning ◽  
Self Efficacy ◽  
Longitudinal Design ◽  
Mediating Effect ◽  
Common Method ◽  
High Rate ◽  
Survey Method ◽  
Content Type ◽  
Future Studies

Purpose This paper aims to explore a mediating effect of self-efficacy between individuals’ informal learning and their organizational commitment. Informal learning between individuals is critical in the workplace because sharing knowledge and expertise is directly related to employee’s attitude and organizational benefits such as enhanced performance and productivity. Of the many factors affecting organizational commitment, this research focuses on effects of informal learning and a mediating role of self-efficacy. Design/methodology/approach To address these research questions, this research analyzes survey data of 317 Korean workers. Through structural equation model analysis, the authors examine how informal learning affects employee commitment to organizations, where individual self-efficacy works as a mediator. Findings The analysis confirms that informal learning increases self-efficacy, whereas no directly influences organizational commitment. The analysis also demonstrates that self-efficacy mediates the relationship between informal learning and organizational commitment. This study confirms the positive relationship between informal learning and self-efficacy, whereas no direct relationship between informal learning and organizational commitment. Research limitations/implications This study has several limitations in terms of methodology. Data collection mainly relied on a survey method, which is a single source and raises the concern of common method bias. Therefore, future studies may use different types of data to solve the problem of common method biases. In addition, the study design was cross-sectional; therefore, it was unable to eliminate the biases caused by simultaneous data. Future studies can adopt a longitudinal design using different time stages to collect data in order to eliminate this bias. Originality/value The main reasons for the high rate of informal learning through activities such as on-the-job training, coaching, mentoring and community of practice include the increase in the efficiency of learning and reduction in learning costs by integrating learning and work and the effectiveness of informal learning in terms of improving performance. This research seeks to demonstrate how informal learning in the workplace influences employees’ commitment to the organization through self-efficacy.

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