ABSTRACT Although research generally attests to the beneficial role of transformational leadership (TL) for school effectiveness, little empirical work has distinguished individual- from group-focused dimensions of TL and analysed their relationships with target variables at the individual and group level of followers simultaneously. Using a dual effects model of TL, the present study aims to fill this gap. It examines the dimensional structure of principals’ TL behaviours and their prognostic value for teachers’ self- and group-referential efficacy beliefs. Additionally, contextual dependencies of leadership effects are considered through the moderating role of a principal's span of control. Based on questionnaire data of 1,702 teachers in 118 Swiss schools, doubly latent ML-SEMs specify moderated dual effects of TL on both teacher and school levels of analysis. Results convey empirically separable latent sub-dimensions of TL (individual-/group-focused), which (a) characterise systematic differences in the leadership behaviours of the investigated principals and (b) substantially predict variations in the mean-levels of both teacher and collective efficacy between their respective schools. TL-collective efficacy relations are stronger in close leadership situations (low span of control) than in distant ones.

中文翻译：

---

在近距离和远距离领导情况下，变革型领导对教师效能的双重影响

摘要尽管研究通常证明了变革型领导（TL）对学校有效性的有益作用，但很少有实证研究能够区分以个人为中心的TL和以群体为中心的TL，并同时在追随者的个人和群体层面分析了他们与目标变量的关系。使用TL的双重效应模型，本研究旨在填补这一空白。它研究了校长TL行为的维度结构及其对教师自我和团体参照效能信念的预后价值。另外，领导者作用的上下文依赖性通过主体控制范围的调节作用来考虑。根据瑞士118所学校的1,702名教师的问卷调查数据，双重潜在的ML-SEMs指定了TL对教师和学校分析水平的适度双重影响。结果传达了TL的经验上可分离的潜在子维度（以个人/小组为中心），这（a）表征了被调查校长的领导行为的系统差异，并且（b）基本上预测了教师和教师的平均水平的变化各自学校之间的集体效能。在亲密的领导情况下（控制范围低），TL-集体效能关系比远处的领导力关系更强。（a）表征被调查校长的领导行为的系统性差异，（b）基本上预测各自学校之间教师和集体效能的平均水平的变化。在亲密的领导情况下（控制范围低），TL-集体效能关系比远处的领导力关系更强。（a）表征被调查校长的领导行为的系统性差异，（b）基本上预测各自学校之间教师和集体效能的平均水平的变化。在亲密的领导情况下（控制范围低），TL-集体效能关系比远处的领导力关系更强。