The Interplay of Contextual Leadership and Teacher-Related Organizational Outcomes: The Mediating Role of Group Cohesion
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| Title: | The Interplay of Contextual Leadership and Teacher-Related Organizational Outcomes: The Mediating Role of Group Cohesion |
|---|---|
| Language: | English |
| Authors: | Mohammad Noman (ORCID |
| Source: | Educational Management Administration & Leadership. 2026 54(1):279-296. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Leadership, Group Unity, Teacher Behavior, Teacher Motivation, Secondary School Teachers, Foreign Countries, Teacher Administrator Relationship, School Administration |
| Geographic Terms: | China |
| DOI: | 10.1177/17411432241230662 |
| ISSN: | 1741-1432 1741-1440 |
| Abstract: | Recent studies have increasingly highlighted the need for contextual leadership practices within educational settings, however, there remains a notable lack of clarity regarding the specific influence of these practices on crucial organizational outcomes. The present study seeks to address this gap by investigating the relationships between contextual leadership and three key school outcomes: organizational citizenship behavior, group identity, and autonomous motivation for teaching. Additionally, the study examines group cohesion as a potential mediator in these relationships. To achieve this, a cross-sectional survey involving 1617 teachers was conducted, and the data were analyzed using structural equation modeling. The findings indicate positive correlations between contextual leadership and the three targeted outcomes: Organizational citizenship behavior, group identity, and autonomous motivation for teaching. Moreover, the study confirms the mediating role of group cohesion in these relationships. The finding underscores the importance of fostering shared identity and purpose within educational institutions to enhance desired outcomes. This study's implications extend to theoretical and practical domains, offering valuable insights for scholars, practitioners, and policymakers. Ultimately, the study advocates for a strategic focus on cultivating a cohesive and purpose-driven community to optimize educational achievements and teacher engagement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491887 |
| Database: | ERIC |
| Abstract: | Recent studies have increasingly highlighted the need for contextual leadership practices within educational settings, however, there remains a notable lack of clarity regarding the specific influence of these practices on crucial organizational outcomes. The present study seeks to address this gap by investigating the relationships between contextual leadership and three key school outcomes: organizational citizenship behavior, group identity, and autonomous motivation for teaching. Additionally, the study examines group cohesion as a potential mediator in these relationships. To achieve this, a cross-sectional survey involving 1617 teachers was conducted, and the data were analyzed using structural equation modeling. The findings indicate positive correlations between contextual leadership and the three targeted outcomes: Organizational citizenship behavior, group identity, and autonomous motivation for teaching. Moreover, the study confirms the mediating role of group cohesion in these relationships. The finding underscores the importance of fostering shared identity and purpose within educational institutions to enhance desired outcomes. This study's implications extend to theoretical and practical domains, offering valuable insights for scholars, practitioners, and policymakers. Ultimately, the study advocates for a strategic focus on cultivating a cohesive and purpose-driven community to optimize educational achievements and teacher engagement. |
|---|---|
| ISSN: | 1741-1432 1741-1440 |
| DOI: | 10.1177/17411432241230662 |
