The Impact of Self-Affirmation on Teacher Leadership: An Experimental Design
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| Title: | The Impact of Self-Affirmation on Teacher Leadership: An Experimental Design |
|---|---|
| Language: | English |
| Authors: | Özgür Bolat (ORCID |
| Source: | Journal of Theoretical Educational Science. 2023 16(4):868-886. |
| Availability: | Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Leadership, Beliefs, Values, Self Concept, Psychological Patterns, Teacher Attitudes, Self Efficacy, Self Motivation, Writing Exercises, Foreign Countries |
| Geographic Terms: | Turkey |
| ISSN: | 1308-1659 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408965 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1408965 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1408965 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Impact of Self-Affirmation on Teacher Leadership: An Experimental Design – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Özgür+Bolat%22">Özgür Bolat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4420-1368">0000-0003-4420-1368</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Theoretical+Educational+Science%22"><i>Journal of Theoretical Educational Science</i></searchLink>. 2023 16(4):868-886. – Name: Avail Label: Availability Group: Avail Data: Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Motivation%22">Self Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Exercises%22">Writing Exercises</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1308-1659 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1408965 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1408965 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 868 Subjects: – SubjectFull: Teacher Leadership Type: general – SubjectFull: Beliefs Type: general – SubjectFull: Values Type: general – SubjectFull: Self Concept Type: general – SubjectFull: Psychological Patterns Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Self Motivation Type: general – SubjectFull: Writing Exercises Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Turkey Type: general Titles: – TitleFull: The Impact of Self-Affirmation on Teacher Leadership: An Experimental Design Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Özgür Bolat IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-electronic Value: 1308-1659 Numbering: – Type: volume Value: 16 – Type: issue Value: 4 Titles: – TitleFull: Journal of Theoretical Educational Science Type: main |
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