Opening the black box of teacher leader development: An investigation of teachers’ motivation to lead

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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This article introduces the concept of teachers’ motivation to lead. Using a sample of N = 652 German teachers and structural equation modeling, we examine whether teachers' affective motivation to lead affects their leadership intentions. Leader self-efficacy, leadership experience, and personal characteristics are relevant predictors of teachers' motivation and intentions. Male teachers show a higher affective motivation to lead than female teachers, which is reflected in stronger leadership intentions. The findings underscore the significance of integrating leadership experience into the initial stages of teacher education. In order to bring more women into leadership positions, interventions that address motivational aspects seem appropriate.

OriginalspracheEnglisch
Aufsatznummer102632
ZeitschriftInternational Journal of Educational Research
Jahrgang132
Anzahl der Seiten15
ISSN0883-0355
DOIs
PublikationsstatusErschienen - 06.05.2025

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