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

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Opening the black box of teacher leader development: An investigation of teachers’ motivation to lead. / Pietsch, Marcus; Röhl, Sebastian; Syvertsen, Ida Malini et al.
In: International Journal of Educational Research, Vol. 132, 102632, 06.05.2025.

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@article{0a6a94f1758e483d9be80ebde68bb87a,
title = "Opening the black box of teacher leader development: An investigation of teachers{\textquoteright} motivation to lead",
abstract = "This article introduces the concept of teachers{\textquoteright} 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.",
keywords = "Cultural values, Leader development, Leadership intention, Motivation, Personality, Self-efficacy, Educational science",
author = "Marcus Pietsch and Sebastian R{\"o}hl and Syvertsen, {Ida Malini} and Colin Cramer",
note = "Publisher Copyright: {\textcopyright} 2025 The Author(s)",
year = "2025",
month = may,
day = "6",
doi = "10.1016/j.ijer.2025.102632",
language = "English",
volume = "132",
journal = "International Journal of Educational Research",
issn = "0883-0355",
publisher = "Elsevier B.V.",

}

RIS

TY - JOUR

T1 - Opening the black box of teacher leader development: An investigation of teachers’ motivation to lead

AU - Pietsch, Marcus

AU - Röhl, Sebastian

AU - Syvertsen, Ida Malini

AU - Cramer, Colin

N1 - Publisher Copyright: © 2025 The Author(s)

PY - 2025/5/6

Y1 - 2025/5/6

N2 - 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.

AB - 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.

KW - Cultural values

KW - Leader development

KW - Leadership intention

KW - Motivation

KW - Personality

KW - Self-efficacy

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=105004280374&partnerID=8YFLogxK

U2 - 10.1016/j.ijer.2025.102632

DO - 10.1016/j.ijer.2025.102632

M3 - Journal articles

VL - 132

JO - International Journal of Educational Research

JF - International Journal of Educational Research

SN - 0883-0355

M1 - 102632

ER -