School leadership in an urban context: complicating notions of effective principal leadership, organizational setting, and teacher commitment to students

References

• Akar, H. (2018). Meta-analysis of organizational trust studies conducted in educational organizations between the years 2008-2018. International Journal of Educational Methodology, 4(4), 287–302. https://doi.org/10.12973/ijem.4.4.287
   Google Scholar
• Aliakbari, M., & Amoli, F. A. (2016). The effects of teacher empowerment on teacher commitment and student achievement. Mediterranean Journal of Social Sciences, 7(4), 649–657. https://doi.org/10.5901/mjss.2016.v7n4p649
   Google Scholar
• Allen, N. J., & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization, continuance and normative commitment to the organization. Journal of Occupational Psychology, 63(1), 1–18. https://doi.org/10.1111/j.2044-8325.1990.tb00506.x 1
   Google Scholar
• Allensworth, E., Ponisciak, S., & Mazzeo, C. (2009). The schools teachers leave: Teacher mobility in Chicago public schools. Consortium on Chicago School Research at the University of Chicago Urban Education Institute. https://consortium-pub.uchicago.edu/sites/default/files/2018-10/CCSR_Teacher_Mobility.pdf
   Google Scholar
• Altun, M. (2017). The effects of teacher commitment on student achievement: A case study in Iraq. International Journal of Academic Research in Business and Social Sciences, 7(11), 417–426. https://doi.org/10.6007/IJARBSS/v7-i11/3475
   Google Scholar
• Aydin, A., Sarier, Y., & Uysal, S. (2013). The effect of school principals’ leadership styles on teachers’ organizational commitment and job satisfaction. Educational Sciences: Theory and Practice, 13(2), 806–811. https://files.eric.ed.gov/fulltext/EJ1017309.pdf
   Google Scholar
• Barrett, P. (2007). Structural equation modelling: Adjusting model fit. Personality and Individual Differences, 42(5), 815–824. https://doi.org/10.1016/j.paid.2006.09.018
   Web of Science ®Google Scholar
• Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press.
   Google Scholar
• Bass, B. M., & Stogdill, R. M. (1990). Bass & Stogdill’s handbook of leadership: Theory, research, and meaningful applications (3rd ed.) ed.). Free Press.
   Google Scholar
• Bastug, G., Pala, A., Kumartasli, M., Günel, I., & Duyan, M. (2016). Investigation of the relationship between organizational trust and organizational commitment. Universal Journal of Educational Research, 4(6), 1418–1425. https://doi.org/10.13189/ujer.2016.040619
   Google Scholar
• Boberg, J. E., & Bourgeois, S. J. (2016). The effects of integrated transformational leadership on achievement. Journal of Educational Administration, 54(3), 357–374. https://doi.org/10.1108/JEA-07-2014-0086
   Web of Science ®Google Scholar
• Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20(3), 277–289. https://doi.org/10.1016/j.tate.2004.02.003
   Web of Science ®Google Scholar
• Bossert, S. T., Dwyer, D. C., Rowan, B., & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34–64. https://doi.org/10.1177/0013161X82018003004
   Web of Science ®Google Scholar
• Boyaci, A., Karacabey, M. F., & Bozkus, K. (2018). The role of organizational trust in the effect of leadership of school administrators on job satisfaction of teachers. Kuram ve Uygulamada Eg?itim Yo¨netimi, 24(3), 437–482. https://doi.org/10.14527/kucy.2018.011
   Google Scholar
• Brandmo, C., & Aas, M. (2016). Revisiting instructional and transformational leadership: The contemporary Norwegian context of school leadership. Journal of Educational Administration, 54(1), 92–110. https://doi.org/10.1108/JEA-08-2014-0105
   Web of Science ®Google Scholar
• Burns, J. M. (1978). Leadership. Harper & Row.
   Google Scholar
• Bush, T., & Ng, A. Y. M. (2019). Distributed leadership and the Malaysia education blueprint: From prescription to partial school-based enactment in a highly centralised context. Journal of Educational Administration, 57(3), 279–295. https://doi.org/10.1108/JEA-11-2018-0206
   Web of Science ®Google Scholar
• Cansoy, R. (2019). The relationship between school principals’ leadership behaviours and teachers’ job satisfaction: A systematic review. International Education Studies, 12(1), 37–52. https://doi.org/10.5539/ies.v12n1p37
   Google Scholar
• Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what to do about it. Report for the Learning Policy Institute. Learning Policy Institute.
   Google Scholar
• Chan, W. Y., Lau, S., Nie, Y., Lim, S., & Hogan, D. (2008). Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school. American Educational Research Journal, 45(3), 597–630. https://doi.org/10.3102/0002831208318259
   Web of Science ®Google Scholar
• Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Experimental Education, 60(4), 323–337. https://doi.org/10.1080/00220973.1992.9943869
   Web of Science ®Google Scholar
• Day, C., Harris, A., & Hadfield, M. (2001). Challenging the orthodoxy of effective school leadership. International Journal of Leadership in Education, 4(1), 39–56. https://doi.org/10.1080/13603120117505
   Google Scholar
• Dumay, X., & Galand, B. (2012). The multilevel impact of transformational leadership on teacher commitment: Cognitive and motivational pathways. British Educational Research Journal, 38(5), 703–729. https://doi.org/10.1080/01411926.2011.577889
   Web of Science ®Google Scholar
• Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37(20), 15–24. h t t p s: // w w w.s emanticscholar.org/paper/Effective-Schools-for-the-Urban-Poor-Edmonds/550b740eb13c411d36d38f498293472cf64fdcef
   Google Scholar
• Fiedler, F. E. (1964). A contingency model of leadership effectiveness. In L. Berkowitz (Ed.), Advances in experimental social psychology (pp. 149–190). Academic Press.
   Google Scholar
• Finnigan, K. S. (2012). Principal leadership in low-performing schools: A closer look through the eyes of teachers. Education and Urban Society, 44(2), 183–202. https://doi.org/10.1177/0013124511431570
   Web of Science ®Google Scholar
• Firestone, W. A., & Rosenblum, S. (1988). Building commitment in urban high schools. Educational Evaluation and Policy Analysis, 10(4), 285–299. https://doi.org/10.3102/01623737010004285
   Google Scholar
• Fuller, E. J., Hollingworth, L., & Young, M. D. (2015). Working conditions and retention of principals in small and mid-sized urban districts. In I. E. Sutherland, K. L. Sanzo, & J. P. Scribner (Eds.), Leading small and mid-sized urban school districts (pp. 41–64). Emerald Group Publishing.
   Google Scholar
• Gronn, R., & Ribbins, P. (1996). Leaders in context: Postpositivist approaches to understanding educational leadership. Educational Administration Quarterly, 32(3), 452–473. https://doi.org/10.1177/0013161X96032003008
   Web of Science ®Google Scholar
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2006). Multivariate data analysis (6th ed.) ed.). Prentice Hall.
   Google Scholar
• Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration and Leadership, 46(1), 5–24. https://doi.org/10.1177/1741143216670652
   Web of Science ®Google Scholar
• Hancock, G. R., & Mueller, R. O. (2009). Structural equation modelling: A second course (2nd ed.) ed.). Information Age Publishing.
   Google Scholar
• Hancock, G. R., & Mueller, R. O. (2013). Structural equation modelling: A second course (2nd ed.). Information Age Publishing.
   Google Scholar
• Harris, A., & DeFlaminis, J. (2016). Distributed leadership in practice: Evidence, misconceptions, and possibilities. Management in Education, 30(4), 141–146. https://doi.org/10.1177/0892020616656734
   Google Scholar
• Hays, R. D., Hayashi, T., & Stewart, A. L. (1989). A five-item measure of socially desirable response set. Educational and Psychological Measurement, 49(3), 629–636. https://doi.org/10.1177/001316448904900315
   Web of Science ®Google Scholar
• Ibrahim, A., Mokhtar, W. K. A. W., Ali, S., & Simin, M. H. A. (2017). Effect of transformational principal leadership style on teachers commitments and school achievement. International Journal of Academic Research in Business and Social Sciences, 7(5), 518–527. https://doi.org/10.6007/IJARBSS/v7-i5/2988
   Google Scholar
• Ingersoll, R. M., Sirinides, P., & Dougherty, P. (2017). School leadership, teachers’ roles in school decisionmaking, and student achievement. CPRE Working Papers. https://repository.upenn.edu/cpre_workingpapers/15
   Google Scholar
• Jackson, T. A., Meyer, J. P., & Wang, X. H. (2013). Leadership, commitment, and culture: A meta-analysis. Journal of Leadership & Organizational Studies, 20(1), 84–106. https://doi.org/10.1177/1548051812466919
   Web of Science ®Google Scholar
• Jantzi, D., & Leithwood, K. (1996). Toward an explanation of variation in teachers’ perceptions of transformational school leadership. Educational Administration Quarterly, 32(4), 512–538. https://doi.org/10.1177/0013161X9603200404
   Web of Science ®Google Scholar
• Jeong, S., Hsiao, Y. Y., Song, J. H., Kim, J., & Bae, S. H. (2016). The moderating role of transformational leadership on work engagement: The influences of professionalism and openness to change. Human Resource Development Quarterly, 27(4), 489–516. https://doi.org/10.1002/hrdq.21265
   Web of Science ®Google Scholar
• Jo, S. H. (2014). Teacher commitment: Exploring associations with relationships and emotions. Teaching and Teacher Education, 43, 120–130. https://doi.org/10.1016/j.tate.2014.07.004
   Web of Science ®Google Scholar
• Kark, R., Van Dijk, D., & Vashdi, D. R. (2018). Motivated or demotivated to be creative: The role of self‐regulatory focus in transformational and transactional leadership processes. Applied Psychology, 67(1), 186–224. https://doi.org/10.1111/apps.12122
   Web of Science ®Google Scholar
• Kenny, D. A., & McCoach, D. B. (2003). Effect of the number of variables on measures of fit in structural equation modeling. Structural Equation Modeling, 10(3), 333–351. https://doi.org/10.1207/S15328007SEM1003_1
   Web of Science ®Google Scholar
• Khumalo, S. S. (2019). The role of transformational school leadership in promoting teacher commitment: An antecedent for sustainable development in South Africa. Discourse and Communication for Sustainable Education, 10(2), 22–32. https://doi.org/10.2478/dcse-2019-0015
   Google Scholar
• Kilbourne, M. L. (2012). Measuring organizational leadership context: Development and validation of a theory-based instrument [Unpublished doctoral dissertation]. Regent University.
   Google Scholar
• Lambersky, J. (2016). Understanding the human side of school leadership: Principals’ impact on teachers’ morale, self-efficacy, stress, and commitment. Leadership and Policy in Schools, 15(4), 379–405. https://doi.org/10.1080/15700763.2016.1181188
   Web of Science ®Google Scholar
• Lee, J. C., Zhang, Z., & Yin, H. (2011). A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students. Teaching and Teacher Education, 27(5), 820–830. https://doi.org/10.1016/j.tate.2011.01.006
   Web of Science ®Google Scholar
• Leithwood, K. (1992). The move toward transformational leadership. Educational Leadership, 49(5), 8–12. h t t p s: // w ww .s emanticscholar.org/paper/The-Move-toward-Transformational-Leadership.-Leithwood/8dbcd1bf0d69caa17ac972e1a452946dff6788bd
   Google Scholar
• Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
   Web of Science ®Google Scholar
• Leithwood, K., & Jantzi, D. (2005). A review of transformational leadership research 1996-2005. Leadership and Policy in Schools, 4(3), 177–199. https://doi.org/10.1080/15700760500244769
   Google Scholar
• Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387–423. https://doi.org/10.1177/0013161X11436268
   Web of Science ®Google Scholar
• Lewin, K. (1947). Frontiers in group dynamics: Concept, method and reality in social science; Social equilibria and social change. Human Relations, 1(1), 4–41. https://doi.org/10.1177/001872674700100103
   Web of Science ®Google Scholar
• Li, N., Chiaburu, D. S., Kirkman, B. L., & Xie, Z. (2013). Spotlight on the followers: An examination of moderators of relationships between transformational leadership and subordinates’ citizenship and taking charge. Personnel Psychology, 66(1), 225–260. https://doi.org/10.1111/peps.12014
   Web of Science ®Google Scholar
• Ling, S., & Ibrahim, M. (2013). Transformational leadership and teacher commitment in secondary schools of Sarawak. International Journal of Independent Research and Studies, 2(2), 51–65. h t t p s: // pa pers.ssrn.com/sol3/papers.cfm?abstract_id=2290213
   Google Scholar
• Ling, T. P., Lope Pihie, Z. A., Asimirin, S., & Fooi, F. S. (2015). The influence of transformational school leadership on teacher efficacy in Malaysian secondary school teachers. International Journal of Social Science Research, 3(2), 73–85. https://doi.org/10.5296/ijssr.v312.7794
   Google Scholar
• Liu, P. (2013). A transformational school leadership model in Chinese urban upper secondary schools. International Studies in Educational Administration, 41(3), 73–94. h t t p s: // w w w. r es earchgate.net/profile/Peng_Liu135/publication/314115382_A_Transformational_School_Leadership_Model_in_Chinese_Urban_Upper_Secondary_Schools/links/58b6386f92851c471d43cdb7/A-Transformational-School-Leadership-Model-in-Chinese-Urban-Upper-Secondary-Schools.pdf
   Google Scholar
• Logan, J. R., & Burdick-Will, J. (2017). School segregation and disparities in urban, suburban, and rural areas. Annals of the American Academy of Political and Social Science, 674(1), 199–216. https://doi.org/10.1177/0002716217733936
   PubMed Web of Science ®Google Scholar
• Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 107(4), 532–575.
   Google Scholar
• Ngang, T. K. (2011). The effect of transformational leadership on school culture in male primary schools Maldives. Procedia—Social and Behavioral Sciences, 30(2011), 2575–2580. https://doi.org/10.1016/jsbspro.2011.10.503
   Google Scholar
• Ni, Y. (2017). Teacher working conditions, teacher commitment, and charter schools. Teachers College Record, 119(6), 1–38. https://www.tcrecord.org/ExecSummary.asp?contentid=21850
   Web of Science ®Google Scholar
• Ninković, S. R., & Knežević Florić, O. Č. (2018). Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy. Educational Management Administration & Leadership, 46(1), 49–64. https://doi.org/10.1177/1741143216665842
   Web of Science ®Google Scholar
• Nir, A. E. (2002). School-based management and its effect on teacher commitment. International Journal of Leadership in Education: Theory & Practice, 5(4), 323–341. https://doi.org/10.1080/13603120210134616
   Google Scholar
• Park, I. (2005). Teacher commitment and its effects on student achievement in American high schools. Educational Research and Evaluation, 11(5), 461–485. https://doi.org/10.1080/13803610500146269
   Google Scholar
• Podolny, J. M., Khurana, R., & Hill-Popper, M. (2005). Revisiting the meaning of leadership. Research in Organizational Behavior, 26, 1–36. https://doi.org/10.1016/S0191–3085(04)26001–4
   Google Scholar
• Porter, L., & McLaughlin, G. (2006). Leadership and organizational context: Like the weather. Leadership Quarterly, 17(6), 559–576. https://doi.org/10.1016/j.leaqua.2006.10.002
   Web of Science ®Google Scholar
• Porter, L. W., Steers, R. M., Mowday, R. T., & Boulian, P. V. (1974). Organizational commitment, job satisfaction and turnover among psychiatric technicians. Journal of Applied Psychology, 59(5), 603–609. https://doi.org/10.1037/h0037335
   Web of Science ®Google Scholar
• Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness & School Improvement, 17(2), 179–199. https://doi.org/10.1080/09243450600565795
   Web of Science ®Google Scholar
• Selamat, N., Nordin, N., & Adnan, A. A. (2013). Rekindle teacher’s Organizational Commitment: The Effect of Transformational Leadership Behavior. Procedia—Social and Behavioral Sciences, 90(2013), 566–574. https://doi.org/10.1016/j.sbspro.2013.07.127 doi:10.1016/j.sbspro.2013.07.127
   Google Scholar
• Shava, G. N., & Ndebele, C. (2016). Enhancing learner achievement through effective school leadership: Experiences from selected rural schools in South Africa. International Journal of Educational Sciences, 14(3), 2015–2216. https://doi.org/10.31901/24566322.2016/14.03.04
   Web of Science ®Google Scholar
• Spillane, J. P. (2005). Distributed leadership. The Educational Forum, 69(2), 143–150. https://doi.org/10.1080/00131720508984678
   Google Scholar
• Stajkovic, A. D., Lee, D., & Nyberg, A. J. (2009). Collective efficacy, group potency, and group performance: Meta-analyses of their relationships, and test of a mediation model. Journal of Applied Psychology, 94(3), 814–828. https://doi.org/10.1037/a0015659
   PubMed Web of Science ®Google Scholar
• Stogdill, R. M. (1948). Personal Factors Associated with Leadership: A Survey of the Literature. The Journal of Psychology: Interdisciplinary and Applied, 25(1), 35–71. https://doi.org/10.1080/00223980.1948.9917362
   Google Scholar
• Sun, J. (2015). Conceptualizing the critical path linked by teacher commitment. Journal of Educational Administration, 53(5), 597–624. https://doi.org/10.1108/JEA-05-2013-0063
   Web of Science ®Google Scholar
• Sun, J., & Leithwood, K. (2017). Leadership effects on student learning mediated by teacher emotions. In J. Sun, K. Leithwood, & K. Pollock (Eds.), How school leaders contribute to student success (pp. 137–152). Springer.
   Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.) ed.). Pearson Education.
   Google Scholar
• Tan, C. Y. (2018). Examining school leadership effects on student achievement: The role of contextual challenges and constraints. Cambridge Journal of Education, 48(1), 21–45. https://doi.org/10.1080/0305764X.2016.1221885
   Web of Science ®Google Scholar
• Tekleselassie, A. A., & Villarreal, P. (2011). Career mobility and departure intentions among school principals in the United States: Incentives and disincentives. Leadership and Policy in Schools, 10(3), 251–293. https://doi.org/10.1080/15700763.2011.585536
   Google Scholar
• Vroom, V. H., & Jago, A. G. (2007). The role of the situation in leadership. American Psychologist, 62(1), 17–34. https://doi.org/10.1037/0003-066X.62.1.17
   PubMed Web of Science ®Google Scholar
• Wang, S. (2019). School heads’ transformational leadership and students’ modernity: The multiple mediating effects of school climates. Asia Pacific Education Review, 20(3), 329–341. https://doi.org/10.1007/s12564-019-09575-3
   Web of Science ®Google Scholar
• Williams, L. J., Vandenberg, R., & Edwards, J. R. (2009). Structural equation modeling in management research: A guide for improved analysis. The Academy of Management Annals, 3(1), 543–604. https://doi.org/10.5465/19416520903065683
   Web of Science ®Google Scholar