School middle leaders’ personality traits and collective teachers’ efficacy: the moderating role of resource support.
Saved in:
| Title: | School middle leaders’ personality traits and collective teachers’ efficacy: the moderating role of resource support. |
|---|---|
| Authors: | Zadok, Ayala1 (AUTHOR) ayala.zadok2@gmail.com, Benoliel, Pascale1 (AUTHOR) pascale.benoliel@biu.ac.il, Schechter, Chen1 (AUTHOR) Chen.Schechter@biu.ac.il |
| Source: | Social Psychology of Education. 2025, Vol. 28 Issue 1, p1-21. 21p. |
| Abstract: | Drawing upon trait-activation-theory, this study explores the moderating role of resource support in the relationship of middle-leaders’ personality traits, namely extraversion, conscientiousness, and openness to collective teacher efficacy. The study used a two-source survey design with data from 609 participants: middle-leaders and teachers in 103 secondary schools in Israel. The findings reveal that resource support served as a moderator in the relationship of the personality traits of extraversion and openness to experience and collective teacher efficacy. Specifically, when resource support was low, negative correlations between middle-leaders’ extraversion and openness to experience and collective teacher efficacy were found. However, no correlations were found when resource support was high. No significant influence of resource support was found on the relationship of conscientiousness to collective teacher efficacy. This study adds and deepen our understanding regarding the complex interplay among middle-leaders’ personality traits, school resources support and collective teacher efficacy, emphasising the need for adequate resource support to maximise middle-leader traits’ influences and to promote collective teacher efficacy. These findings have significant practical implications for teacher and teaching education, teacher development programmes and practices, resource allocation decisions, and professional development initiatives. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Psychology of Education is the property of Springer Nature 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 182421365 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: School middle leaders’ personality traits and collective teachers’ efficacy: the moderating role of resource support. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zadok%2C+Ayala%22">Zadok, Ayala</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ayala.zadok2@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Benoliel%2C+Pascale%22">Benoliel, Pascale</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> pascale.benoliel@biu.ac.il</i><br /><searchLink fieldCode="AR" term="%22Schechter%2C+Chen%22">Schechter, Chen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Chen.Schechter@biu.ac.il</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Social+Psychology+of+Education%22">Social Psychology of Education</searchLink>. 2025, Vol. 28 Issue 1, p1-21. 21p. – Name: Abstract Label: Abstract Group: Ab Data: Drawing upon trait-activation-theory, this study explores the moderating role of resource support in the relationship of middle-leaders’ personality traits, namely extraversion, conscientiousness, and openness to collective teacher efficacy. The study used a two-source survey design with data from 609 participants: middle-leaders and teachers in 103 secondary schools in Israel. The findings reveal that resource support served as a moderator in the relationship of the personality traits of extraversion and openness to experience and collective teacher efficacy. Specifically, when resource support was low, negative correlations between middle-leaders’ extraversion and openness to experience and collective teacher efficacy were found. However, no correlations were found when resource support was high. No significant influence of resource support was found on the relationship of conscientiousness to collective teacher efficacy. This study adds and deepen our understanding regarding the complex interplay among middle-leaders’ personality traits, school resources support and collective teacher efficacy, emphasising the need for adequate resource support to maximise middle-leader traits’ influences and to promote collective teacher efficacy. These findings have significant practical implications for teacher and teaching education, teacher development programmes and practices, resource allocation decisions, and professional development initiatives. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Social Psychology of Education is the property of Springer Nature 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182421365 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11218-024-09982-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1 Titles: – TitleFull: School middle leaders’ personality traits and collective teachers’ efficacy: the moderating role of resource support. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zadok, Ayala – PersonEntity: Name: NameFull: Benoliel, Pascale – PersonEntity: Name: NameFull: Schechter, Chen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13812890 Numbering: – Type: volume Value: 28 – Type: issue Value: 1 Titles: – TitleFull: Social Psychology of Education Type: main |
| ResultId | 1 |
