Opening the black box of teacher leader development: An investigation of teachers’ motivation to lead
Research output: Journal contributions › Journal articles › Research › peer-review
Authors
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.
Original language | English |
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Article number | 102632 |
Journal | International Journal of Educational Research |
Volume | 132 |
Number of pages | 15 |
ISSN | 0883-0355 |
DOIs | |
Publication status | Published - 06.05.2025 |
Bibliographical note
Publisher Copyright:
© 2025 The Author(s)
- Education
ASJC Scopus Subject Areas
- Cultural values, Leader development, Leadership intention, Motivation, Personality, Self-efficacy
- Educational science