Determining the Effect of Students’ Leadership and Self-Efficacious Beliefs on Institutional Driving Commitment: Integrating and Moving Forward
Abstract
Students’ leadership is confidence and the symbols of dedication and commitment to strive and embrace the complicatedness with buoyancy attitudes and behavioral modification. The aspect of institutional commitment, utilization, progress, and development through resources at the exact place is the ultimate purpose of student leadership. Student leadership is applicable in public sector educational institutions in terms of “class monitors” that play alternate roles of their teachers due to overcrowded classrooms and a staff shortage. The current research attempted to ramify the exact students’ leadership and self-efficacious potential used to enhance institutional commitment about classrooms’ first, second, and third monitor on a sample of 702 students: 351 male and 351 female randomly selected from District Lahore. The standardized instrument assists the researchers to collect the data from elementary students; classroom monitors, and three leaders/monitors from each eighth class. The results of the regression analysis technique reported that only 23.20% of students’ leadership and 39% of students’ self-efficacious beliefs have affected institutional commitment. The study recommends that the School Education Department concentrates on students’ leadership and self-efficacious beliefs for the smooth running of schools focusing on their institutional commitment. Moreover, the current study recommends that focusing on students’ choices, quoting examples of successful personalities, teachers’ conduct of collaborative activities, assigning encouraging tasks, and arranging workshops among students are important aspects that entirely change students’ level of commitment.
References
Achua, C., & Lussier, R. N. (2010). Effective leadership. Cengage Learning.
Affuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M. C., De Angelis, G., ... & Bacchini, D. (2023). The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time. European Journal of Psychology of Education, 38(1), 1-23.
Ahmad, I., Rauf, M., Imdadullah, & Zeb, A. (2012). Implementation gaps in educational policies of Pakistan: Critical analysis of problems and way forward. International Journal of Humanities and Social Science, 2(21), 240-245.
Aldhahi, M. I., Alqahtani, A. S., Baattaiah, B. A., & Al-Mohammed, H. I. (2022). Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study. Education and Information Technologies, 27(1), 1323-1340.
Amirian, S. M. R., Ghaniabadi, S., Heydarnejad, T., & Abbasi, S. (2023). The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education. Journal of Applied Research in Higher Education, 15(3), 745-761.
Asha, L., Hamengkubuwono, H., Ruly Morganna, R., Warsah, I., & Alfarabi, A. (2022). Teacher Collaborative metacognitive feedback as the application of teacher leadership Concept to scaffold educational management students’ metacognition. European Journal of Educational Research, 11(2), 981-993.
Astin, A. W., & Astin, H. S. (Eds.). (2000). Leadership considered: Engaging higher education in social change. Battle Creek, MI: W.K. Kellogg Foundation.
Bagheri, A., Akbari, M., & Artang, A. (2022). How does entrepreneurial leadership affect innovation work behavior? The mediating role of individual and team creativity self-efficacy. European Journal of Innovation Management, 25(1), 1-18.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bastable, E., McIntosh, K., Falcon, S. F., & Meng, P. (2022). Exploring educators’ commitment to racial equity in school discipline practice: A qualitative study of critical incidents. Journal of Educational and Psychological Consultation, 32(2), 125-155. https://doi.org/10.1080/10474412.2021.1889194
Berlian, Z., & Huda, M. (2022). Reflecting culturally responsive and communicative teaching (CRCT) through partnership commitment. Education Sciences, 12(5), 295-310.
Best, J.W. & Kahn, J. (2006) Research in Education: New Delhi: Prentice Hall
Cansoy, R., Parlar, H., & Polatcan, M. (2022). Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment. International Journal of Leadership in Education, 25(6), 900-918.
Chemers, M. M. (2000). Leadership research and theory: A functional integration. Group Dynamics: Theory, Research and Practice, 4(1), 27-43.
Chiang, F. K., Zhang, Y., Zhu, D., Shang, X., & Jiang, Z. (2022). The influence of online STEM education camps on students’ self-efficacy, computational thinking, and task value. Journal of Science Education and Technology, 31(4), 461-472.
Courtney, S. J., & McGinity, R. (2022). System leadership as depoliticisation: Reconceptualising educational leadership in a new multi-academy trust. Educational Management Administration & Leadership, 50(6), 893-910.
Day, D. V., Harrison, M. M., & Halpin, S. M. (2009). An integrative approach to leader development. New York, NY: Routledge.
Dias, D. (2022). The higher education commitment challenge: Impacts of physical and cultural dimensions in the first-year students’ sense of belonging. Education Sciences, 12(4), 231.
Dörnyei, Z., & Dewaele, J. M. (2022). Questionnaires in second language research: Construction, administration, and processing. Taylor & Francis.
DuBrin, A. J. (2013). Leadership: Research Findings, Practice, and Skills, (7th Ed). Mason, OH: South-Western, Cengage Learning.
Evans, L. (2022). Is leadership a myth? A ‘new wave’ critical leadership-focused research agenda for recontouring the landscape of educational leadership. Educational Management Administration and Leadership, 50(3), 413-435.
Firestone, W. A., & Rosenblum, S. (1988). Building commitment in urban high schools. Educational Evaluation and Policy Analysis, 10(4), 285-299.
Hannah, S. T., Avolio, B. J., Luthans, F., & Harms, P. D. (2008). Leadership efficacy: Review and future directions. Leadership Quarterly, 19(6), 669-692.
Hidayat, M., & Panggabean, S. (2022). Development of learning tools to improve students Self-Efficacy. Journal of Mathematics Education and Application, 1(2), 107-111.
Hoch, J. E., & Dulebohn, J. H. (2017). Team personality composition, emergent leadership and shared leadership in virtual teams: A theoretical framework. Human Resource Management Review, 27(4), 678-693. https://doi.org/10.1016/j.hrmr.2016.12.012
Hoch, J. E., & Kozlowski, S. W. (2014). Leading virtual teams: Hierarchical leadership, structural supports, and shared team leadership. Journal of Applied Psychology, 99(3), 390-403. https://doi.org/10.1037/a0030264
John, M. C., & Taylor V, J. W. (1999). Leadership style, school climate, and the institutional commitment of teachers. International Forum Journal, 2(1), 25-57.
Kahne, J. E., & Sporte, S. E. (2008). Developing citizens: The impact of civic learning opportunities on students’ commitment to civic participation. American Educational Research Journal, 45(3), 738-766.
Karadag, E. (2020). The effect of educational leadership on students’ achievement: A cross-cultural meta-analysis research on studies between 2008 and 2018. Asia Pacific Education Review, 21(1), 49-64.
Karimova, G. (2022). Forms of organization of educational activities in history in higher educational institutions. Asian Journal of Multidimensional Research, 11(6), 127-132.
Kodama, C., & Dugan, J. P. (2013). Leveraging leadership efficacy in college students: Disaggregating data to examine unique predictors by race. Equity & Excellent in Education, 46(2), 184-201
Komives, S. R., & Dugan, J. P. (2010). Contemporary leadership theories. In R.A. Couto (Ed.), The handbook of political and civil leadership (pp. 109-125). Thousand Oaks: CA: Sage
Komives, S. R., Wagner, W., & Associates. (2009). Leadership for a better world: Understanding the social change model of leadership development. San Francisco: Jossey-Bass
Leskinen, J., Kumpulainen, K., Kajamaa, A., & Rajala, A. (2021). The emergence of leadership in students’ group interaction in a school-based makerspace. European Journal of Psychology of Education, 36(4), 1033-1053.
Li, L., & Liu, Y. (2022). An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance. Asia Pacific Journal of Education, 42(4), 661-678.
Li, L., Zhu, H., & Li, H. (2022). School leadership enhances secondary students’ achievement in rural China through teacher commitment and collaborative culture. Frontiers in Psychology, 13, 2373.
Lin, C. T., & Chang, C. S. (2015). Organizational Commitment Scale [Database record]. APA PsycTests. https://doi.org/10.1037/t49410-000
Liu, Y., Li, L., & Huang, C. (2022). To what extent is shared instructional leadership related to teacher self-efficacy and student academic performance in China?. School Effectiveness and School Improvement, 33(3), 381-402
Machida, M., & Schaubroeck, J. (2011). The role of self-efficacy beliefs in leadership development. Journal of Leadership & Organizational Studies, 18(4), 459-468.
Mart, C. T. (2013). Commitment to school and students. International Journal of Academic Research in Business and Social Sciences, 3(1), 336.
May, S., Seider, S., El‐Amin, A., Diaz, B., & Graves, D. (2022). Black and Latinx adolescents’ developing commitment to antiracist activism over four years of high school. Journal of Research on Adolescence, 32(3), 1020-1041.
McCall, M. W. (1986). Leadership and performance beyond expectations, by Bernard M. Bass. New York: The Free Press, 1985, 191 pp. $26.50. Human Resource Management, 25, 481-484. https://doi.org/10.1002/hrm.3930250310
McCormick, M. J., Tanguma, J., & Lopez-Forment, A. S. (2002). Extending self efficacy theory to leadership: A review and empirical test. Journal of Leadership Education, 1(2), 1-15.
McCormick, M. J., Tanguma, J., & Lopez-Forment, A. S. (2002). Extending self-efficacy theory to leadership: A review and empirical test. Journal of Leadership Education, 1(2), 1-15.
McNair, T. B., Albertine, S., McDonald, N., Major Jr, T., & Cooper, M. A. (2022). Becoming a student-ready college: A new culture of leadership for student success. John Wiley & Sons.
Mertler, C. A. (2021). Introduction to educational research. Sage publications.
Meyer, M. W., & Norman, D. (2020). Changing design education for the 21st century. The Journal of Design, Economics, and Innovation, 6(1), 13-49.
Myran, S., & Sutherland, I. (2019). Defining learning in educational leadership: Reframing the narrative. Educational Administration Quarterly, 55(4), 657-696.
Ngodo, O. E. (2008). Procedural justice and trust: The link in the transformational leadership–organizational outcomes relationship. International Journal of Leadership Studies, 4(1), 82-100.
Nguyen, D. H. (2019). Student success through leadership self-efficacy: A comparison of international and domestic students. Journal of International Students, 6(4), 20-35.
Northouse, P. G. (2012). Leadership: Theory and practice, (6th ed.). London: Sage.
Otache, I., & Edopkolor, J. E. (2022). Work placement learning and student employability: Do student satisfaction, commitment and achievement matter?. Industry and Higher Education, 36(6), 730-741
Paglis, L. L. (2010). Leadership self-efficacy: Research findings and practical applications. Journal of Management Development, 29(9), 771-782.
Park, J. J., Handley, M., Lang, D., & Erdman, M. A. (2022). Engineering leadership development: contribution of professional skills to engineering undergraduate students' leadership Self-Efficacy. International Journal of Educational Methodology, 8(1), 69-80.
Ponsford, R., Falconer, J., Melendez-Torres, G. J., & Bonell, C. (2022). Whole-school interventions promoting student commitment to school to prevent substance use and violence: synthesis of theories of change. Health Education Journal, 81(5), 614-637.
Prifti, R. (2022). Self-efficacy and student satisfaction in the context of blended learning courses. Open Learning: The Journal of Open, Distance and e-Learning, 37(2), 111-125.
Roberts, D. C. (2003). Crossing the boundaries in leadership program design. In Cherry, C., Gardiner, J. J., & Huber, N. (Eds.), Building leadership bridges 2003. (pp. 137-149). College Park, MD: International Leadership Association
Rowbotham, M., & Schmitz, G. S. (2013). Development and validation of a student self-efficacy scale. Journal of Nursing & Care, 2(1), 1-6. https://doi.org/10.4172/2167-1168.1000126
Schram, J. L., & Lauver, P. J. (1988). Alienation in international students. Journal of College Student Development, 29(2), 146-150.
Schweigert, W. A. (2021). Research methods in psychology: A handbook. Waveland Press.
Shang, K., Fan, D. X., & Buhalis, D. (2023). Tour guides’ self-efficacy and resilience capability building through sharing economy platforms. International Journal of Contemporary Hospitality Management, 35(4), 1562-1583.
Shann, M. H. (1998). Professional commitment and satisfaction among teachers in urban middle schools. The Journal of Educational Research, 92(2), 67-73.
Siriparp, T., Buasuwan, P., & Nanthachai, S. (2022). The effects of principal instructional leadership, collective teacher efficacy and teacher role on teacher self-efficacy: A moderated mediation examination. Kasetsart Journal of Social Sciences, 43(2), 353-360.
Skalicky, J., Warr Pedersen, K., van der Meer, J., Fuglsang, S., Dawson, P., & Stewart, S. (2020). A framework for developing and supporting student leadership in higher education. Studies in Higher Education, 45(1), 100-116.
Street, K. E., Malmberg, L. E., & Stylianides, G. J. (2022). Changes in students’ self-efficacy when learning a new topic in mathematics: A micro-longitudinal study. Educational Studies in Mathematics, 111(3), 515-541.
Sukarmin, S., & Sin, I. (2022). The influence of principal instructional leadership behaviour on the organisational commitment of junior high school teachers in Surakarta. Malaysian Journal of Learning and Instruction, 19(2), 69-95.
Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2022). Exploring the role of self-efficacy beliefs and learner success in English medium instruction. International Journal of Bilingual Education and Bilingualism, 25(1), 196-209.
Wielkiewicz, R. M. (2000). The leadership attitudes and beliefs scale: An instrument for evaluating college students' thinking about leadership and organizations. Journal of college student development, 41(3), 335-347.
Zina, O. (2021). The essential guide to doing your research project. Sage.
Full Text: PDF PDF
Refbacks
- There are currently no refbacks.