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The Influence Personality and Leader Behaviours have on Teacher Self-leadership in Vocational Colleges

机译：人格和领导者行为对高职教师自我领导能力的影响

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摘要

Teacher self-leadership includes a set of individual cognitive and behavioural strategies that, when practised together, can lead to improved performance. This study examines the influence personality and leader behaviours have on teacher self-leadership in a vocational education and training setting. Survey data from 418 teachers from an Australian college of vocational education and training showed that generalized self-efficacy and conscientiousness were positive predictors of self-leadership. Transformational leader behaviours also positively influenced teacher self-leadership, although to a lesser degree. The results suggest improving teachers' self-efficacy is associated with increased self-management, greater intrinsic enjoyment from work and more constructive thought patterns. Training in transformational leader behaviours, such as articulating a vision, high performance expectations, individualized consideration and intellectual stimulation may also facilitate teacher self-leadership in vocational colleges.
机译：老师的自我领导力包括一套个人的认知和行为策略，当一起实践时，可以提高绩效。这项研究探讨了个性和领导者行为对职业教育和培训环境中教师自我领导能力的影响。来自澳大利亚职业教育与培训学院的418名教师的调查数据表明，普遍的自我效能感和尽责程度是自我领导力的积极预测因素。变革型领导者行为也对教师的自我领导产生了积极影响，尽管程度较小。结果表明，提高教师的自我效能感与自我管理，工作中的内在享受和更具建设性的思维方式有关。对变革型领导者行为的培训，例如表达愿景，取得高绩效期望，个性化考虑和智力刺激，也可能促进职业学院的教师自我领导。

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