Inquiry-Based Leadership: The Influence of Affective Attitude, Experienced Social Pressure and Self-Efficacy

Autor/inn/en	Uiterwijk-Luijk, Lisette; Krüger, Meta; Zijlstra, Bonne; Volman, Monique
Titel	Inquiry-Based Leadership: The Influence of Affective Attitude, Experienced Social Pressure and Self-Efficacy
Quelle	In: Journal of Educational Administration, 55 (2017) 5, S.492-509 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-12-2015-0114
Schlagwörter	Self Efficacy; Affective Behavior; Administrator Attitudes; Instructional Leadership; Questionnaires; Inquiry; Literacy; Data Analysis; Correlation; Leadership Styles; Teacher Administrator Relationship; Feedback (Response); Cooperation; Meta Analysis; Leadership Effectiveness; Elementary Schools; Foreign Countries; Social Influences; Regression (Statistics); Statistical Analysis; Netherlands + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Affective disturbance; Active behaviour; Affektive Störung; Instruction; Leadership; Bildung; Erziehung; Führung; Fragebogen; Alphabetisierung; Schreib- und Lesefähigkeit; Auswertung; Korrelation; Führungsstil; Co-operation; Kooperation; Meta-analysis; Metaanalyse; Führungseffizienz; Elementary school; Grundschule; Volksschule; Ausland; Sozialer Einfluss; Regression; Regressionsanalyse; Statistische Analyse; Niederlande
Abstract	Purpose: The purpose of this paper is to improve the understanding of psychological factors that influence inquiry-based leadership. This study investigates how affective attitude, experienced social pressure, and self-efficacy relate to aspects of inquiry-based school leadership. A school leader's inquiry habit of mind, data literacy, and the extent to which he or she creates a culture of inquiry in the school are each identified as aspects of inquiry-based leadership. Design/methodology/approach: Data were collected from questionnaires completed by a sample of 79 school leaders. Findings: A significant relationship was found between self-efficacy regarding inquiry-based leadership and all aspects of inquiry-based leadership. Affective attitude toward inquiry-based leadership was significantly related to creating a culture of inquiry. There was no unique relationship between experienced social pressure and inquiry-based leadership. Practical implications: Administrators and educators of school leaders who aim to stimulate inquiry-based school leadership should not only focus on increasing the capacity of school leaders to lead their school in an inquiry-based way, but they should also focus on leaders' self-efficacy and on fostering leaders' positive attitude toward inquiry-based school leadership. Administrators and educators can, for example, give positive feedback, emphasize the added value of inquiry-based leadership, encourage working with critical friends, and stimulate collaboration with other leaders. Originality/value: This study addresses two gaps in the existing research, by focusing on inquiry-based leadership instead of data use and on psychological factors instead of knowledge and skills that are related to this type of leadership. (As Provided).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01