Exploring the Factors that Impact Transformational Leadership on Teacher Self-Efficacy: A Literature Review
Keywords:
Transformational leadership, Teacher self-efficacy, Gender moderating effect, Educational leadership, School climateAbstract
Transformational leadership in the field of education has garnered significant attention due to its potential to improve student outcomes, enhance teacher job satisfaction, and foster positive school climates. This systematic literature review explores the intricate relationship between transformational leadership and teacher self-efficacy, with a particular focus on understanding the moderating effect of gender. The study employs a meticulous methodology, including a comprehensive search across multiple databases, specific inclusion criteria for publication dates, well-defined search terminology, and a commitment to language inclusivity. This methodological rigor ensures a thorough examination of the existing research in the field. Transformational leadership, characterized by inspirational motivation, intellectual stimulation, individualized consideration, and idealized influence, is examined in depth. It has been associated with improved teacher self-efficacy, a critical component of educators' professional lives, influencing their instructional choices, persistence in the face of challenges, and overall job satisfaction. The study also explores the moderating role of gender in the relationship between transformational leadership and teacher self-efficacy. While existing research suggests potential gender differences in how teachers respond to transformational leadership, the literature review acknowledges that further investigation is necessary to comprehensively understand these dynamics. Additionally, the review identifies several key factors that impact the relationship between transformational leadership and teacher self-efficacy, including teacher empowerment, principal support, professional development, school culture, feedback, teacher beliefs, and student outcomes. In conclusion, this systematic literature review offers valuable insights into the complex relationship between transformational leadership, teacher self-efficacy, and the moderating role of gender. It underscores the importance of effective leadership practices in education and the need for continued research in this area to inform educational leaders and policymakers seeking to create environments conducive to teacher development and improved student outcomes.
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