Beyond the Blackboard: How Democratic Leadership Sparks Teacher Agency in Multicultural Schools
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| Title: | Beyond the Blackboard: How Democratic Leadership Sparks Teacher Agency in Multicultural Schools |
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| Language: | English |
| Authors: | Maria Karadimou (ORCID |
| Source: | European Journal of Educational Management. 2026 9(1):95-109. |
| Availability: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Leadership Styles, Participative Decision Making, Democratic Values, Teacher Administrator Relationship, Elementary School Teachers, Secondary School Teachers, Foreign Countries, Teacher Attitudes, Cultural Pluralism, Institutional Characteristics |
| Geographic Terms: | Greece |
| ISSN: | 2642-2344 |
| Abstract: | This study aims to examine the perceptions of the teachers regarding their evaluation of the implementation of the democratic administration carried out by the leader teacher in their school and the inspiration they derive from it, as well as the declaration of their intention to take responsibility themselves in this specific field. A total of 1,052 primary and secondary education teachers in Greece completed a closed-ended online questionnaire. Confirmatory factor analysis tested measurement models (R and JASP), using best-fit indices. Predictive validity for teachers' intention to take an active role was examined with linear and multiple regression. Valuation and inspiration correlated positively with intention, and model fit was satisfactory. However, multiple regression showed that intention to assume responsibility in democratic administration was predicted by teachers' valuation of leader teachers' work, not by the inspiration they reported. Furthermore, analysis showed that demographic variables were strong moderators, and 'valuation' turned out to be the most stable factor that predicted all other variables (particularly among males and primary education teachers). Interestingly, the factor that stood out as a significant variable among permanent teachers and those who were more tenured was 'inspiration', indicating that job security and tenure must precede inspiration and leadership intention. The study outlines how leadership behavior is related to teachers' readiness to lead in democratic administration, emphasizing the mechanisms based on the evaluation of their actions and the inspiration they draw from them. The large national sample and the combination of Confirmatory Factor Analysis and regression analysis enhance the validity and reliability of the findings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504671 |
| Database: | ERIC |
| Abstract: | This study aims to examine the perceptions of the teachers regarding their evaluation of the implementation of the democratic administration carried out by the leader teacher in their school and the inspiration they derive from it, as well as the declaration of their intention to take responsibility themselves in this specific field. A total of 1,052 primary and secondary education teachers in Greece completed a closed-ended online questionnaire. Confirmatory factor analysis tested measurement models (R and JASP), using best-fit indices. Predictive validity for teachers' intention to take an active role was examined with linear and multiple regression. Valuation and inspiration correlated positively with intention, and model fit was satisfactory. However, multiple regression showed that intention to assume responsibility in democratic administration was predicted by teachers' valuation of leader teachers' work, not by the inspiration they reported. Furthermore, analysis showed that demographic variables were strong moderators, and 'valuation' turned out to be the most stable factor that predicted all other variables (particularly among males and primary education teachers). Interestingly, the factor that stood out as a significant variable among permanent teachers and those who were more tenured was 'inspiration', indicating that job security and tenure must precede inspiration and leadership intention. The study outlines how leadership behavior is related to teachers' readiness to lead in democratic administration, emphasizing the mechanisms based on the evaluation of their actions and the inspiration they draw from them. The large national sample and the combination of Confirmatory Factor Analysis and regression analysis enhance the validity and reliability of the findings. |
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| ISSN: | 2642-2344 |
