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School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis.

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Title: School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis.
Authors: Zadok, Ayala1 ayala.zadok2@gmail.com, Benoliel, Pascale1 pascale.benoliel@biu.ac.il, Schechter, Chen1 chen.schechter@biu.ac.il
Source: European Journal of Education. Sep2024, Vol. 59 Issue 3, p1-22. 22p.
Subject Terms: *Academic achievement, *Middle schools, Transformational leadership, Organizational resilience, Surveys
Abstract: This study examines how teachers' perceptions of academic emphasis moderate the relationship between their middle leaders' transformational leadership and organizational resilience subdimensions (principal organizational resilience and faculty organizational resilience). Academic emphasis in schools prioritizes academic excellence in teaching and is crucial in evaluating school effectiveness. The study used a two‐source survey design with self‐report data from 609 participants in 103 secondary schools in Israel. The results indicate that academic emphasis moderates the relationship between transformational leadership's sub‐dimensions (idealized influence, inspirational motivation, individualized consideration and intellectual stimulation) and principal organizational resilience but not faculty organizational resilience. The findings suggest that middle leaders can create a positive academic emphasis to optimize their transformational leadership's effects on organizational resilience. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis.
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  Data: <searchLink fieldCode="AR" term="%22Zadok%2C+Ayala%22">Zadok, Ayala</searchLink><relatesTo>1</relatesTo><i> ayala.zadok2@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Benoliel%2C+Pascale%22">Benoliel, Pascale</searchLink><relatesTo>1</relatesTo><i> pascale.benoliel@biu.ac.il</i><br /><searchLink fieldCode="AR" term="%22Schechter%2C+Chen%22">Schechter, Chen</searchLink><relatesTo>1</relatesTo><i> chen.schechter@biu.ac.il</i>
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Education%22">European Journal of Education</searchLink>. Sep2024, Vol. 59 Issue 3, p1-22. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+leadership%22">Transformational leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+resilience%22">Organizational resilience</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink>
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  Label: Abstract
  Group: Ab
  Data: This study examines how teachers' perceptions of academic emphasis moderate the relationship between their middle leaders' transformational leadership and organizational resilience subdimensions (principal organizational resilience and faculty organizational resilience). Academic emphasis in schools prioritizes academic excellence in teaching and is crucial in evaluating school effectiveness. The study used a two‐source survey design with self‐report data from 609 participants in 103 secondary schools in Israel. The results indicate that academic emphasis moderates the relationship between transformational leadership's sub‐dimensions (idealized influence, inspirational motivation, individualized consideration and intellectual stimulation) and principal organizational resilience but not faculty organizational resilience. The findings suggest that middle leaders can create a positive academic emphasis to optimize their transformational leadership's effects on organizational resilience. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]
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  Label:
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  Data: <i>Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/ejed.12657
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              Text: Sep2024
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