The Relationships among Teacher Leadership, Teacher Self-Efficacy and Teacher Performance

Abstract

This study examined the relationships among teacher leadership, teacher self-efficacy and teacher performance according to the views of teachers. 401 teachers working in official primary and secondary schools in Altındağ district of Ankara province participated in the study. Teachers were determined by random sampling method. The research data were collected through Teacher Leadership Scale, Self-Efficacy Scale, and Job Performance Scale. Relational survey model has been adopted in the research. Quantitative analysis techniques were applied on the data set. Research data were analyzed through descriptive statistics, correlation analysis and multiple linear regression analysis. According to the findings, teachers had high levels of perceptions of teacher leadership, self-efficacy and performance. Also, it was observed that there are moderate, positive and significant relationships among teacher leadership, teacher self-efficacy and teacher performance. Additionally, it was determined that teacher leadership significantly predicted self-efficacy and performance. The findings indicated that teacher leadership behaviors are an important construct that plays a role in teacher self-efficacy and teacher performance.

Keywords

• Teacher leadership
• teacher self-efficacy
• teacher performance
• school

Öğretmen Liderliği, Öğretmen Öz Yeterliliği ve Öğretmen Performansı Arasındaki İlişkiler

Öz

Bu araştırmada öğretmen liderliği, öğretmen öz yeterliliği ve öğretmen performansı arasındaki ilişkiler öğretmen görüşlerine göre incelenmiştir. Araştırmaya Ankara ili Altındağ ilçesinde resmi ilköğretim ve ortaöğretim okullarında görev yapan 401 öğretmen katılmıştır. Araştırma verileri Öğretmen Liderliği Ölçeği, Öz yeterlilik Ölçeği ve İş Performansı Ölçeği ile toplanmıştır. Araştırmada ilişkisel tarama modeli benimsenmiştir. Veri kümesi üzerinde nicel analiz teknikleri uygulanmıştır. Araştırma verileri betimsel istatistikler, korelasyon analizi ve çoklu doğrusal regresyon analizi ile çözümlenmiştir. Bulgulara göre öğretmenlerin öğretmen liderliği, öz yeterlilik ve performans algıları yüksek düzeydedir. Ayrıca öğretmen liderliğinin öz yeterlilik ve performansı anlamlı şekilde yordadığı tespit edilmiştir. Bulgular öğretmen liderliği davranışlarının öğretmen öz yeterlilik ve öğretmen performansı üzerinde rol oynayan önemli bir kavram olduğunu işaret etmiştir.

Anahtar Kelimeler

• Öğretmen liderliği
• öğretmen öz yeterliliği
• öğretmen performansı
• okul

References

1. Abu Nasra, M., & Arar, K. (2019). Leadership style and teacher performance: mediating role of occupational perception. International Journal of Educational Management, 34(1), 186-202. https://doi.org/10.1108/IJEM-04-2019-0146
2. Abu Nasra, M., & Heilbrunn, S. (2015). Transformational leadership and organizational citizenship behavior in the Arab educational system in Israel: the impact of trust and job satisfaction. Educational Management Administration & Leadership, 44(3), 80-396. https://doi.org/10.1177/1741143214549975
3. Akalın, S. (2015). Opinions and needs of mainstream classroom teachers about classroom management. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(3), 215-234
4. Akçekoce, A., & Bilgin, K. U. (2016). Okul müdürlerinin liderlik stilleri ve öğretmen performansı. Çağdaş Yönetim Bilimleri Dergisi, 2(2), 1-23.
5. Akman, Y. (2018). The investigation of the relationships between organisational justice, work motivation and teacher performance. Çukurova University Faculty of Education Journal, 47(1), 164-187. https://doi.org/10.14812/cuefd.371642
6. Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
7. Andrews, D., & Lewis, M. (2007). Transforming practice from within: The power of the Professional learning community. In L. Stoll & K. Seashore Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 132-147). Open University Press.
8. Ankara İl Mili Eğitim Müdürlüğü (AİMEM) (2020, April 21). Eğitim istatistikleri. Retrieved from http://ankara.meb.gov.tr/www/egitim-istatistikleri/icerik/24.

9. Aslan, M., & Ağıroğlu Bakır, A. (2015). The interaction of distributed leadership and organizational commitment in schools: a qualitative study. Electronic International Journal of Education, Arts, and Science, 1(2), 1-30.
10. Babin, B. J., & Boles, J. S. (1996). The effects of perceived co-worker involvement and supervisor support on service provider role stress, performance and job satisfaction. Journal of Retailing, 72(1), 57-75.
11. Bakker, A. B., & Bal, P. M. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83, 189-206. https://doi.org/10.1348/096317909X402596
12. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. https://doi.org/10.1037/0033-295X.84.2.191
13. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman & Co.
14. Bass, B. (1985). Leadership and performance beyond expectations. Free Press.
15. Berg, J., & Zoellick, B. (2018). Teacher leadership: toward a new conceptual framework. Journal of Professional Capital and Community, 4(1), 2-14. https://doi.org/10.1108/JPCC-06-2018-0017
16. Beycioğlu, K., & Aslan, B. (2010). Teacher leadership scale: A validity and reliability study. Elementary Education Online, 9(2), 764-775.
17. Beycioğlu, K., & Aslan, B. (2012). Teachers and administrators’ views on teacher leadership: a mixed methods study. Educational Administration: Theory and Practice, 18(2), 191-223.
18. Blackman, A. (2010). Coaching as a leadership development tool for teachers. Professional Development in Education, 36(3), 421-441.
19. Blau, P. (1964). Exchange and power in social life. John Wiley.
20. Bogler, R., & Nir, A. (2012). The importance of teachers’ perceived organizational support to job satisfaction: what’s empowerment got to do with it?. Journal of Educational Administration, 50(3), 287-306. https://doi.org/10.1108/09578231211223310
21. Buckner, K. G., & McDowelle, J. O. (2000). Opportunities, and support developing teacher leaders: Providing encouragement. NASSP Bulletin, 84, 35-41.
22. Burton, J. P., Sablynski, C. J., & Sekiguchi, T. (2008). Linking justice, performance, and citizenship via leader-member exchange. Journal of Business Psychology, 23, 51-61. https://doi.org/10.1007/s10869-008-9075-z
23. Büyükgöze, H., & Özdemir, M. (2017). Examining job satisfaction and teacher performance within Affective Events Theory. Inonu University Journal of the Faculty of Education, 18(1), 311-325. https://doi.org/10.17679/inuefd.307041
24. Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2012). Sosyal Bilimler için istatistik. Pegem A Yayıncılık.
25. Campbell, J. P., McHenry, J. J., & Wise, L. L. (1990). Modeling job performance in a population of jobs. Personnel Psychology, 43, 313-333.
26. Cansoy, R., & Parlar, H. (2018). Teacher leadership as a predictor of school effectiveness. Kastamonu Education Journal, 26(3), 925-934.
27. Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. https://doi.org/10.1016/j.jsp.2006.09.001
28. Carver, C. L. (2010). Mentors coaching principals in instructional leadership: The case of Rebecca and Ramon. Journal of Cases in Educational Leadership, 13(2), 39-46. https://doi.org/10.1177/1555458910372653
29. Cerit, Y. (2012). The relationship between leader-member exchange and classroom teachers’ performance. Balıkesir University Journal of Social Sciences Institute, 15(28), 33-46.
30. Chen, G., & Kanfer, R. (2006). Toward a systems theory of motivated behavior in work teams. Research in Organizational Behavior, 27, 223-267. https://doi.org/10.1016/S0191-3085(06)27006-0
31. Cheng, A. Y. N., & Szeto, E. (2016). Teacher leadership development and principal facilitation: Novice teachers’ perspectives. Teaching and Teacher Education, 58, 140-148. https://doi.org/10.1016/j.tate.2016.05.003
32. Cheng, J. (2013). The effect of kindergarten principals’ leadership behaviors on teacher work performance. Social Behavior and Personality, 41(2), 251-262. https://doi.org/10.2224/sbp.2013.41.2.251
33. Cheung, H. Y. (2008). Teacher efficacy: a comparative study of Hong Kong and Shanghai primary in-service teachers. The Australian Educational Researcher, 35, 103-123.
34. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th edition). Routledge.
35. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Pegem Akademi, Çöl, G. (2008). The effects of perceived empowerment on employee performance. Doğuş University Journal, 9(1), 35-46.
36. Colorado Department of Education. (2015). 2015–16 rubric for evaluating Colorado teachers. Retrieved from https://www.d11.org/cms/lib/CO02201641/Centricity/Domain/526/2015_16%20ssppsychologistrubric.pdf
37. Crippen, C., & Willows, J. (2019). Connecting teacher leadership and servant leadership: a synergistic partnership. Journal of Leadership Education, 18(2), 171-180. https://doi.org/10.12806/V18/I2/T4
38. Crowther, F., Ferguson, M., & Hann, L. (2009). Developing teacher leaders: How teacher leadership enhances school success. Corwin Press.
39. Danielson, C. (2006). Teacher leadership that strengthens professional practice. Association for Supervision and Curriculum Development.
40. Danielson, C. (2014). The framework for teaching evaluation instrument (2nd ed.). Danielson Group.
41. Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221-258. https://doi.org/10.1177/0013161X15616863
42. Demir, K. (2014). Teacher leadership culture scale: a study of validity and reliability. Elementary Education Online, 13(2), 334-344.
43. Demir, S. (2018). A Study on the relationship between school administrators’ motivational language and teacher self-efficacy. Anemon Journal of Social Sciences of Muş Alparslan University, 6(2) 177-183. https://doi.org/10.18506/anemon.384848
44. Diamond, J. B., & Spillane, J. P. (2016). School leadership and management from a distributed perspective: A 2016 retrospective and prospective. Management in Education, 30(4), 147-154. https://doi.org/10.1177/0892020616665938
45. Dilbaz-Sayın, S., & Arslan, H. (2018). Öğretmen ve okul yöneticilerinin performans öz değerlendirme sonuçlarının okul kademesi ve mezuniyet değişkeni açısından incelenmesi. Iğdır Üniversitesi Sosyal Bilimler Dergisi, 16, 537-564.
46. DiRanna, K., & Loucks-Horsley, S. (2001). Designing programs for teacher leaders: The case of the California science implementation network. ERIC Clearinghouse for Science, Math, and Environmental Education.
47. Donaldson, M. L., & Johnson, S. M. (2007). Overcoming the obstacles of leadership. Educational Leadership, 65(1), 8-13.
48. Dozier, T. (2007). Turning good teachers into great teachers. Educational Leadership, 65(1), 54-55.
49. Duyar, I., Gümüş, S., & Bellibaş, M. S. (2013). Multilevel analysis of teacher work attitudes: the influence of principal leadership and teacher collaboration. International Journal of Educational Management, 27(7), 700-719. https://doi.org/10.1108/IJEM-09-2012-0107
50. Elliott, E. M., Isaacs, M. L., & Chugani, C. D. (2010). Promoting self-efficacy in early career teachers: A principal’s guide for differentiated mentoring and supervision. International Journal of Educational Administration and Policy Studies, 4(1), 131-139.
51. Fernet, C., Trépanierb, S., Austin, S., Gagné, M., & Forest, J. (2015). Transformational leadership and optimal functioning at work: on the mediating role of employees’ perceived job characteristics and motivation. Work and Stress, 29(1), 11-31.
52. Field, A. (2005). Discovering statistics using SPSS. Sage Publication.
53. Frost, D. (2008). ‘Teacher leadership’: Values and voice. School Leadership and Management, 28(4), 337-352.
54. Gonzales, S., & Lambert, L. (2001). Teacher leadership in professional development schools: Emerging conceptions, identities, and practices. Journal of School Leadership, 11(1), 6-24. https://doi.org/10.1177/105268460101100102
55. Graen, G. B. (1976). Role-making process within complex organization, in Dunnette, M. D. (Ed.), Handbook of industrial and organizational psychology (pp. 1201-1245). Rand Mcnally.
56. Gronn, P. (2000). Distributed properties: A new architecture for leadership. Educational Management & Administration, 28(3), 317-338. https://doi.org/10.1177/0263211X000283006
57. Guo, Y., Connor, C. M., Yang, Y., Roehrig, A. D., & Morrison, F. J. (2012). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders’ literacy outcomes. The Elementary School Journal, 113(1), 3-24. https://doi.org/10.1086/665816
58. Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27(5), 961-968.
59. Hallinger, P., Liu, S., & Piyaman, P. (2017). Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand. Compare: A Journal of Comparative and International Education, 49(3), 341-357. https://doi.org/10.1080/03057925.2017.1407237
60. Herzberg, F., Mausner, B., & Snyderman, B. (1959). The motivation to work. John Wiley.
61. Hipp, K. A., & Bredeson, P. V. (1995). Exploring connections between teacher efficacy and principals’ leadership behavior. Journal of School Leadership, 5, 136-150. https://doi.org/10.1177/105268469500500202
62. Hoy, W. K., & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 356-372.
63. Hunzicker, J. (2012). Professional development and job-embedded collaboration: How teachers learn to exercise leadership. Professional Development in Education, 38(2), 267-289.
64. Jackson, C. K., & Bruegmann, E. (2009). Teaching students and teaching each other: the importance of peer learning for teachers. American Economic Journal: Applied Economics, 1(4), 85-108. https://doi.org/ 10.1257/app.1.4.85
65. Jacobson, S. (2011). Leadership effects on student achievement and sustained school success. International Journal of Educational Management, 25(1), 33-44. https://doi.org/10.1108/09513541111100107
66. Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International; Lawrence Erlbaum Associates.
67. Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction-job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127(3), 376-40. https://doi.org/10.1037/0033-2909.127.3.376
68. Kaçar, T., & Beycioğlu, K. (2017). The investigation of elementary school teachers’ self-efficacy beliefs in terms of various variables. Elementary Education Online, 16(4), 1753-1767. https://doi.org/ 10.17051/ilkonline.2017.342988
69. Kalaycı, Ş. (2014). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayınları.
70. Karaoğlu, İ. B. (2019). Adaptation of teacher sense of self-efficacy scale short form to Turkish: a study of validity and reliability. The Journal of Academic Social Science, 7(99), 123-139.
71. Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders. Corwin Press.
72. Kılınç, A. Ç., & Recepoğlu, E. (2013). High school teachers' perceptions on and expectations from teacher leadership. Kalem Eğitim ve İnsan Bilimleri Dergisi, 3(2), 175-215.
73. Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76. https://doi.org/10.1016/j.edurev.2014.06.001
74. Korkmaz, M. (2005). Effects of leadership styles and emotions on teachers’ performance. Educational Administration: Theory and Practice, 43, 401-422.
75. Kutluca, A. Y. (2018). Examination of teacher self-efficacy in terms of motivation and epistemological and pedagogical belief systems. Cumhuriyet International Journal of Education, 7(2), 175-192. https://doi.org/10.30703/cije.413053
76. Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671-706. https://doi.org/ 10.1177/0013161X10377347
77. Leonard, J., Petta, K., & Porter, C. (2012). A fresh look at graduate programs in teacher leadership in the United States. Professional Development in Education, 38(2), 189-204.
78. Lieberman, A., & Friedrich, L. D. (2010). How teachers become leaders: Learning from practice and research. Teachers College Press.
79. Limon, İ., & Sezgin-Nartgün, Ş. (2020). Development of teacher job performance scale and determining teachers’ job performance level. Journal of Theoretical Educational Science, 13(3), 564-590. http://dx.doi.org/10.30831/akukeg.642340
80. Moore, W., & Esselman, M. (1992, April). Teacher efficacy, power, school climate and achievement: A desegregating district’s experience. In: Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
81. Moss, S. E., Juan, I., Sanchez, J. I., Brumbaugh, A. M., & Borkowski, N. (2009). The mediating role of feedback avoidance behavior in the LMX-Performance relationship. Group & Organization Management, 34(6) 645-664. https://doi.org/10.1177/1059601109350986
82. Muijs, D., & Harris, A. (2003). Teacher leadership-improvement through empowerment? An overview of the literature. Educational Management and Administration, 31(4), 437-448.
83. Neumerski, C. M. (2012). Rethinking instructional leadership, a review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational Administration Quarterly, 49, 310-347. https://doi.org/10.1177/0013161X12456700
84. Olsen, E. (2008). Helping teachers believe! An investigation into the relationship between principal leadership behaviors, organizational supports, and teacher efficacy belief [Unpublished doctoral dissertation]. University of California.
85. Onay, M. (2011). Çalışanın sahip olduğu duygusal zekâsının ve duygusal emeğinin, görev performansı ve bağlamsal performans üzerindeki etkisi. Ege Akademik Bakış, 11(4), 587-600.
86. Öntaş, T., & Okut, L. (2017). The relationship between private elementary and middle school teachers’ leadership behaviors and classroom management tendencies. Inonu University Journal of the Faculty of Education, 18(1), 98-115. https://doi.org/ 10.17679/inuefd.296131
87. Özdemir, M. (2014). Eğitim örgütlerinde insan kaynakları yönetimi. Anı Yayıncılık.
88. Özdemir, M., & Gören, S. Ç. (2017). Mediating role of organizational commitment in leadership coherence, psychological empowerment and teacher performance relationship. Elementary Education Online, 16(1), 342-353. http://dx.doi.org/10.17051/io.2017.47449
89. Özdemir, M., & Yirmibeş, A. (2016). Okullarda liderlik ekibi uyumu ve öğretmen performansı ilişkisinde iş doyumunun aracı etkisi. Gazi Eğitim Fakültesi Dergisi, 36(2), 323-348.
90. Özgenel, M., & Aktaş, A. (2020). The effect of school principal’s leadership styles on teacher performance. International Journal of Leadership Studies: Theory and Practice, 3(2), 1-18.
91. Özgenel, M., Mert, P., & Parlar, H. (2020). Improving teacher performance: leadership qualities of school principals as a tool. Istanbul Commerce University Journal of Social Science, 39, 1127-1148. https://doi.org/10.46928/iticusbe.771119
92. Öztürk, N., & Şahin, S. (2017). Organizational culture and teacher leadership in educational organizations: mediation role of leader-member exchange. Elementary Education Online, 16(4), 1451-1468. https://doi.org/ 10.17051/ilkonline.2017.342967
93. Petrie, H. G. (Ed.). (1995). Professionalization, partnership, and power: Building professional development schools. State University of New York Press.
94. Pitts, D. (2009). Diversity management, job satisfaction, and performance: Evidence from U.S. Federal Agencies. Public Administration Review, March, 328-338.
95. Pounder, J. S. (2006). Transformational classroom leadership: The fourth wave of teacher leadership? Educational Management Administration & Leadership, 34(4), 533-545. https://doi.org/10.1177/1741143206068216
96. Reeves, T. D., & Lowenhaupt, R. J. (2016). Teachers as leaders: Pre-service teachers’ aspirations and motivations. Teaching and Teacher Education, 57, 176-187. https://doi.org/10.1016/j.tate.2016.03.011
97. Robbins, S. P., & Judge, T. A. (2012). Örgütsel davranış. Nobel Akademik Yayıncılık.
98. Saks, A. (1995). Longitudinal field investigation of the moderating and mediating effects of self-efficacy on the relationship between training and newcomer adjustment. Journal of Applied Psychology, 80(2), 211-225. https://doi.org/10.1037/0021-9010.80.2.211
99. Sawyer, J. M. (2005). A case study of teacher leadership as a strategy for implementing change [Unpublished doctoral dissertation]. Boston College.
100. Schunk, D. H., & Ertmer, P. A. (1999). Self-regulatory processes during computer skill acquisition: Goal and self-evaluation influences. Journal of Educational Psychology, 91, 251-260. https://doi.org/10.1037/0022-0663.91.2.251
101. Sehgal, P., Nambudiri, R., & Mishra, S. K. (2017). Teacher effectiveness through self-efficacy, collaboration and principal leadership. International Journal of Educational Management, 31(4), 505-517. https://doi.org/10.1108/IJEM-05-2016-0090
102. Shachar, H., & Shmuelevitz, H. (1997). Implementing cooperative learning, teacher collaboration and teachers’ sense of efficacy in heterogeneous junior high schools. Contemporary Educational Psychology, 22, 53-72. https://doi.org/10.1006/ceps.1997.0924
103. Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611
104. Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
105. Snoek, M., & Volman, M. (2014). The impact of the organizational transfer climate on the use of teacher leadership competences developed in a post-initial master’s program. Teaching and Teacher Education, 37, 91-100. http://dx.doi.org/10.1016/j.tate.2013.10.005
106. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
107. Tims, M., Bakker, A. B., & Derks, D. (2012). Daily job crafting and the self-efficacy – performance relationship. Journal of Managerial Psychology, 29(5), 490-507. https://doi.org/10.1108/JMP-05-2012-0148
108. Tosuntaş, Ş. B. (2017). Factors that affect the interactive whiteboard usage of teachers and its effect on teacher performance [Unpublished doctoral dissertation]. Eskişehir Osmangazi University.
109. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
110. Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27, 751-761. https://doi.org/10.1016/j.tate.2010.12.005
111. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68, 202-248. https://doi.org/10.3102/00346543068002202
112. Tuytens, M., & Devos, G. (2012). The effect of procedural justice in the relationship between charismatic leadership and feedback reactions in performance appraisal. The International Journal of Human Resource Management, 23(15), 3047-3062.
113. Vigoda-Gadot, E. (2007). Leadership style, organizational politics, and employees’ performance: an empirical examination of two competing models. Leadership Style, 36(5), 661-683. https://doi.org/10.1108/00483480710773981
114. Wahlstrom, K. L., & Louis, K. S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458-495. https://doi.org/10.1177/0013161X08321502
115. Weightman, J. (2004). Managing people. Chartered Institute of Personnel and Development.
116. Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134-171. https://doi.org/10.3102/0034654316653478
117. Woessmann, L. (2011). Cross-country evidence on teacher performance pay. Economics of Education Review, 30, 404-418. https://doi.org/10.1016/j.econedurev.2010.12.008
118. Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99, 181-193. https://doi.org/10.1037/0022-0663.99.1.181
119. Yeung, K. W., & Watkins, D. (2000). Hong Kong student teachers’ personal construction of teaching efficacy. Educational Psychology, 20(2), 213-235.
120. Yiğit, Y., Doğan, S., & Uğurlu, C. T. (2013). Teachers’ views on teacher leadership behavior. Cumhuriyet International Journal of Education, 2(2), 93-105.
121. York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316. https://doi.org/10.3102/00346543074003255
122. Zheng, X., Yin, H., & Li, Z. (2018). Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China. Educational Management Administration & Leadership, 47(6), 843-859. https://doi.org/10.1177/1741143218764176