Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools. The Tanzanian case.

Autor/inn/en	Nguni, Samuel; Sleegers, Peter; Denessen, Eddie
Titel	Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools. The Tanzanian case.
Quelle	In: School effectiveness and school improvement, 17 (2006) 2, S. 145-177Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0924-3453; 1744-5124
DOI	10.1080/09243450600565746
Schlagwörter	Führungsstil; Fragebogenerhebung; Selbstverantwortung; Verhalten; Zufriedenheit; Schulleitung; Grundschule; Lehrer; Verantwortung; Entwicklungsland; Transformation; Arbeit; Beruf; Soziologie; Wirkung; Wirkungsforschung; Tansania
Abstract	This article examines the effects of transformational and transactional leadership on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in the context of schools in a specific developing country context, that of Tanzania. It does so by testing a model of such effects using a set of data collected from a sample of Tanzanian primary school teachers. Regression analyses show transformational leadership dimensions to have strong effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior. Transformational leadership had significant add-on effects to transactional leadership in prediction of job satisfaction, organizational commitment, and organizational citizenship behavior. Job satisfaction appears to be a mediator of the effects of transformational leadership on teachers' organizational commitment and organizational citizenship behavior. Implications and directions for future research are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/5