ABSTRACT

This study investigated how teacher mastery goals and self-efficacy mediate the relationship between transformational leadership and teacher outcomes (work engagement, engagement in professional learning, job satisfaction, and intention to quit). A sample of teachers in Singapore (n = 495) completed an online questionnaire. We conducted path analysis to test the hypothesized model based on person measures obtained in Rasch analysis. We found that transformational leadership was associated positively with teacher mastery goals and self-efficacy, both of which partially mediated the relationship between transformational leadership and teacher outcomes. The findings enhance our understanding of the motivational mechanism between transformational leadership and teacher outcomes.

摘要

本研究调查了教师掌握目标和自我效能如何调节变革型领导与教师成果（工作投入、专业学习投入、工作满意度和离职意愿）之间的关系。新加坡教师样本 (n = 495) 完成了在线问卷调查。我们进行了路径分析，以根据 Rasch 分析中获得的人员测量值来测试假设模型。我们发现变革型领导与教师掌握目标和自我效能呈正相关，两者都部分地调节了变革型领导与教师成果之间的关系。这些发现增强了我们对变革型领导与教师成果之间的激励机制的理解。