Publikation: Opening the black box of teacher leader development : An investigation of teachers’ motivation to lead
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2025
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Deutsche Forschungsgemeinschaft (DFG): 451458391
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International Journal of Educational Research. Elsevier. 2025, 132, 102632. ISSN 0883-0355. eISSN 1873-538X. Verfügbar unter: doi: 10.1016/j.ijer.2025.102632
Zusammenfassung
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.
Zusammenfassung in einer weiteren Sprache
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370 Erziehung, Schul- und Bildungswesen
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PIETSCH, Marcus, Sebastian RÖHL, Ida Malini SYVERTSEN, Colin CRAMER, 2025. Opening the black box of teacher leader development : An investigation of teachers’ motivation to lead. In: International Journal of Educational Research. Elsevier. 2025, 132, 102632. ISSN 0883-0355. eISSN 1873-538X. Verfügbar unter: doi: 10.1016/j.ijer.2025.102632BibTex
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title={Opening the black box of teacher leader development : An investigation of teachers’ motivation to lead},
year={2025},
doi={10.1016/j.ijer.2025.102632},
volume={132},
issn={0883-0355},
journal={International Journal of Educational Research},
author={Pietsch, Marcus and Röhl, Sebastian and Syvertsen, Ida Malini and Cramer, Colin},
note={Article Number: 102632}
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