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2021-11-25Zeitschriftenartikel DOI: 10.3389/feduc.2021.643196
Dual-Focused Transformational Leadership, Teachers’ Satisfaction of the Need for Relatedness, and the Mediating Role of Social Support
dc.contributor.authorSchoch, Simone
dc.contributor.authorKeller, Roger
dc.contributor.authorBuff, Alex
dc.contributor.authorMaas, Jasper
dc.contributor.authorRackow, Pamela
dc.contributor.authorScholz, Urte
dc.contributor.authorSchüler, Julia
dc.contributor.authorWegner, Mirko
dc.date.accessioned2022-02-10T15:40:01Z
dc.date.available2022-02-10T15:40:01Z
dc.date.issued2021-11-25none
dc.date.updated2021-12-09T11:07:52Z
dc.identifier.urihttp://edoc.hu-berlin.de/18452/24783
dc.description.abstractBasic psychological need satisfaction is essential for the wellbeing of teachers and motivation at work. Transformational leadership contributes to the development and maintenance of a respectful, constructive atmosphere, a supportive working climate, and has been suggested to be a crucial factor for the satisfaction of the need for relatedness of employees. Transformational leadership is also considered as an ideal leadership style in the school setting, but most studies did not distinguish between individual and team effects of this leadership behavior. In the present study, we applied the dual-focused model of transformational leadership and focused on social processes to address the question of whether individual- and group-focused transformational leadership behavior contribute differently to satisfaction of the need for relatedness of teachers. Based on longitudinal data with three measurement points across one school year of N = 1,217 teachers, results of structural equational models supported the notion of the dual effects of transformational leadership: Individual-focused transformational leadership was directly positively related to change in satisfaction of the need for relatedness of teachers. The relationship between group-focused transformational leadership and change in satisfaction of the need for relatedness was mediated by received social support from team members. These findings emphasize the importance of school leadership behavior of principals for satisfaction of the need for relatedness of teachers. The satisfaction of the need for relatedness is, therefore, not only satisfied through the direct interaction between the school principal and the individual teacher but also through interactions of the school principal with the whole team. Our results confirm that school principals should focus their leadership behavior both on individual need satisfaction of teachers as well as on team development.eng
dc.language.isoengnone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY 4.0) Attribution 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjecttransformational leadershipeng
dc.subjectpsychological need satisfactioneng
dc.subjectsocial supporteng
dc.subjectschool principalseng
dc.subjectteacherseng
dc.subject.ddc370 Bildung und Erziehungnone
dc.titleDual-Focused Transformational Leadership, Teachers’ Satisfaction of the Need for Relatedness, and the Mediating Role of Social Supportnone
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/24783-5
dc.identifier.doi10.3389/feduc.2021.643196none
dc.identifier.doihttp://dx.doi.org/10.18452/24131
dc.type.versionpublishedVersionnone
local.edoc.container-titleFrontiers in educationnone
local.edoc.pages10none
local.edoc.type-nameZeitschriftenartikel
local.edoc.institutionKultur-, Sozial- und Bildungswissenschaftliche Fakultätnone
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
local.edoc.container-publisher-nameFrontiers Medianone
local.edoc.container-publisher-placeLausannenone
local.edoc.container-volume6none
dc.description.versionPeer Reviewednone
local.edoc.container-articlenumber643196none
dc.identifier.eissn2504-284X

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