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Yıl 2023, Cilt: 16 Sayı: 4, 868 - 886, 29.10.2023
https://doi.org/10.30831/akukeg.1337696

Öz

Kaynakça

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  • Binning, K. R., Cook, J. E., Purdie-Greenaway, V., Garcia, J., Chen, S., Apfel, N., ... & Cohen, G. L. (2019). Bolstering trust and reducing discipline incidents at a diverse middle school: How self-affirmation affects behavioral conduct during the transition to adolescence. Journal of School Psychology, 75, 74-88.
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The Impact of Self-affirmation on Teacher Leadership: An Experimental Design

Yıl 2023, Cilt: 16 Sayı: 4, 868 - 886, 29.10.2023
https://doi.org/10.30831/akukeg.1337696

Öz

Teacher leadership has recently gained significant attention in the literature since there is enough evidence that it leads to effective student outcomes. Therefore, many scholars study the antecedents of teacher leadership. This study investigates the impact of self-affirmation on teacher leadership beliefs through an experimental design. Self-affirmation, a well-established construct in psychological science, refers to participants’ affirming their self-transcendent (e.g., empathy, justice, honesty) or self-enhancement (e.g., power, status, wealth) values through a writing exercise. In the experiment (n=221), participants were randomly assigned to one of three groups: a self-transcendent value-affirmation group (STVA), a self-enhancement value-affirmation group (SEVA), or a control group. Participants in three groups wrote about their self-transcendent values, self-enhancement values or their meals and completed teacher leadership belief scale. Analysis of variance (ANOVA) demonstrated that the STVA group had significantly higher scores on teacher leadership belief scales compared to the SEVA and the control group. This finding suggests that affirming self-transcendent values can lead teachers to adopt leadership beliefs, which in turn is likely to affect their leadership behaviours. School leaders can incorporate self-affirmation exercises into professional development programmes to facilitate teacher leadership.

Kaynakça

  • Antonakis, J., Bendahan, S., Jacquart, P., & Lalive, R. (2010). On making causal claims: A review and recommendations. The Leadership Quarterly, 21(6), 1086-1120.
  • Armitage, C. J., Harris, P. R., & Arden, M. A. (2011). Evidence that self-affirmation reduces alcohol consumption: Randomized exploratory trial with a new, brief means of self-affirming. Health Psychology, 30(5), 633.
  • Aronson, J., Cohen, G., & Nail, P. R. (1999). Self-affirmation theory: An update and appraisal. In E. Harmon-Jones & J. Mills (Eds.), Cognitive dissonance: Progress on a pivotal theory in social psychology (pp. 127–147). American Psychological Association
  • Bingham, G. E., & Hall-Kenyon, K. M. (2013). Examining teachers’ beliefs about and implementation of a balanced literacy framework. Journal of Research and Reading, 36, 14–28.
  • Binning, K. R., Cook, J. E., Purdie-Greenaway, V., Garcia, J., Chen, S., Apfel, N., ... & Cohen, G. L. (2019). Bolstering trust and reducing discipline incidents at a diverse middle school: How self-affirmation affects behavioral conduct during the transition to adolescence. Journal of School Psychology, 75, 74-88.
  • Bolat, O. (2013). A non-positional teacher leadership approach to school improvement: An action research study in Turkey. Unpublished doctoral dissertation, The University of Cambridge, Cambridge.
  • Bolat, Ö. & Antalyalı, Ö.L. (2023). PS kişisel eğilimler envanterinin psikometrik özellikleri. Turkish Studies - Education, 18(2), 433-477.
  • Bums, J. M. (1978) Leadership. New York: Harper & Row.
  • Burson, A., Crocker, J., & Mischkowski, D. (2012). Two types of value-affirmation: Implications for self-control following social exclusion. Social Psychological and Personality Science, 3(4), 510-516.
  • Bush, T., Abdul Hamid, S., Ng, A., & Kaparou, M. (2018). School leadership theories and the Malaysia education blueprint: Findings from a systematic literature review. International Journal of Educational Management, 32(7), 1245-1265.
  • Brown, M. E., & Treviño, L. K. (2009). Leader–follower values congruence: Are socialized charismatic leaders better able to achieve it?. Journal of Applied Psychology, 94(2), 478.
  • Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi-experimental designs for research. Ravenio books.
  • Can, N. (2009). The leadership behaviours of teachers in primary schools in Turkey. Education, 129, 436-448.
  • Carey, M. R. (1992). Transformational leadership and the fundamental option for self-transcendence. The Leadership Quarterly, 3(3), 217-236.
  • Carver, C. L. (2016). Transforming identities: The transition from teacher to leader during teacher leader preparation. Journal of Research on Leadership Education, 11(2), 158-180.
  • Carpenter, B. D., & Sherretz, C. E. (2012). Professional development school partnerships: An instrument for teacher leadership. School-University Partnerships, 5, 89-101.
  • Carrion, R. G., & García-Carrión, R. (2015). Transforming education through teacher leadership. International Journal of Educational Leadership and Management, 3(2), 219-221.
  • Čehajić‐Clancy, S. (2011). Empathy, intergroup: Regarding the suffering of others. The encyclopedia of peace psychology.
  • Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: Self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333-371.
  • Cohen, G. L., Aronson, J., & Steele, C. M. (2000). When beliefs yield to evidence: Reducing biased evaluation by affirming the self. Personality and Social Psychology Bulletin, 26(9), 1151-1164.
  • Cohen, G. L., Sherman, D. K., Bastardi, A., Hsu, L., McGoey, M., & Ross, L. (2007). Bridging the partisan divide: Self-affirmation reduces ideological closed-mindedness and inflexibility in negotiation. Journal of Personality and Social Psychology, 93(3), 415.
  • Cohen, A., & Liu, Y. (2011). Relationships between in-role performance and individual values, commitment, and organizational citizenship behaviour among Israeli teachers. International Journal of Psychology, 46, 271–287.
  • Colquitt, J. A. (2008). From the editors publishing laboratory research in AMJ: A question of when, not if. Academy of Management Journal, 51(4), 616-620.
  • Creswell, J. D., Welch, W. T., Taylor, S. E., Sherman, D. K., Gruenewald, T. L., & Mann, T. (2005). Affirmation of personal values buffers neuroendocrine and psychological stress responses. Psychological Science, 16(11), 846-851.
  • Crocker, J., Niiya, Y., & Mischkowski, D. (2008). Why does writing about important values reduce defensiveness? Self-affirmation and the role of positive other-directed feelings. Psychological Science, 19(7), 740-747.
  • Darling-Hammond, L., Wechsler, M. E., Levin, S., & Tozer, S. (2022). Developing effective principals: What kind of learning matters? Learning Policy Institute.
  • Dent, E., Higgins, M., & Wharf, D. (2005). Spirituality and leadership: An empirical review of definitions, distinctions, and embedded assumptions. The Leadership Quarterly, 16(5), 625-653.
  • Ding, Z., & Thien, L. M. (2022). Assessing the antecedents and consequences of teacher leadership: A partial least squares analysis. International Journal of Leadership in Education, 1-23.
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  • 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.
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Toplam 123 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi, Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Özgür Bolat 0000-0003-4420-1368

Erken Görünüm Tarihi 23 Ekim 2023
Yayımlanma Tarihi 29 Ekim 2023
Gönderilme Tarihi 4 Ağustos 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 16 Sayı: 4

Kaynak Göster

APA Bolat, Ö. (2023). The Impact of Self-affirmation on Teacher Leadership: An Experimental Design. Journal of Theoretical Educational Science, 16(4), 868-886. https://doi.org/10.30831/akukeg.1337696