School Middle Leaders' Personality Traits and Collective Teachers' Efficacy: The Moderating Role of Resource Support
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| Title: | School Middle Leaders' Personality Traits and Collective Teachers' Efficacy: The Moderating Role of Resource Support |
|---|---|
| Language: | English |
| Authors: | Ayala Zadok, Pascale Benoliel (ORCID |
| Source: | Social Psychology of Education: An International Journal. 2025 28(1). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Personality Traits, Collectivism, Middle School Teachers, Self Efficacy, Teacher Attitudes, Foreign Countries, Extraversion Introversion, Hebrew, Religious Schools, Arabic, Secondary Schools, Judaism, Role of Religion, Resource Allocation, Educational Resources, Achievement Need, Teacher Characteristics, Self Control, Productivity |
| Geographic Terms: | Israel |
| DOI: | 10.1007/s11218-024-09982-4 |
| ISSN: | 1381-2890 1573-1928 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1458317 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 1381-2890 1573-1928 |
| DOI: | 10.1007/s11218-024-09982-4 |
