Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Teachers’ leadership: A maker or breaker of students’ educational motivation
Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Innovation och Design.ORCID-id: 0000-0003-0290-7522
Rekke forfattare: 22016 (engelsk)Inngår i: School Leadership and Management, ISSN 1363-2434, E-ISSN 1364-2626, Vol. 36, nr 4, s. 365-380Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Teachers’ leadership plays a critical and central role in students’ educational motivations. This indicates that, in the school context, a teacher’s leadership can have both positive and negative impacts on students’ educational motivation and performance. This article explores these assumptions, building on the path-goal theory, more specifically the effects of teachers’ leadership from students’ perspectives. Using a qualitative research design, this study collected data comprising 35 interviews with children and young people in both primary and upper-secondary school. The results show that the degree of teachers’ developmental leadership greatly affects students’ educational motivation and school performance. Two contrasting teachers’ profiles were found: teachers with a high degree of developmental leadership and teachers with a low degree of developmental leadership. Our findings suggest that teachers with the profile of a high degree of developmental leadership create an environment that fosters educational motivation positively among students, facilitating students’ achievement of high performance levels and a sense of well-being about their studies. In contrast, we show that teachers with a low degree of developmental leadership create an environment that is nonconductive for educational motivation, performance or the welfare of schoolwork.

sted, utgiver, år, opplag, sider
2016. Vol. 36, nr 4, s. 365-380
HSV kategori
Forskningsprogram
Entreprenörskap och innovation; Pedagogik
Identifikatorer
URN: urn:nbn:se:ltu:diva-12862DOI: 10.1080/13632434.2016.1247039ISI: 000402203000001Scopus ID: 2-s2.0-84992396638Lokal ID: c0262c1a-6447-4693-a9e9-0086b7560c7dOAI: oai:DiVA.org:ltu-12862DiVA, id: diva2:985813
Merknad

Validerad; 2017; Nivå 1; 2017-02-27 (rokbeg)

Tilgjengelig fra: 2016-09-29 Laget: 2016-09-29 Sist oppdatert: 2018-12-14bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fulltekstScopus

Personposter BETA

Öqvist, AnnaMalmström, Malin

Søk i DiVA

Av forfatter/redaktør
Öqvist, AnnaMalmström, Malin
Av organisasjonen
I samme tidsskrift
School Leadership and Management

Søk utenfor DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric

doi
urn-nbn
Totalt: 474 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf