The influence of perceived role ambiguity and school leadership prototypes on teachers’ anxiety about school leadership: The mediating role of leadership self-efficacy La influencia de la ambigüedad de roles percibida y los prototipos de liderazgo escolar en la ansiedad de los docentes sobre el liderazgo escolar: El papel mediador de la autoeficacia del liderazgo.

AYYILDIZ P., Fidan T., Duyar İ., ARASTAMAN G., KURT T.

Anales de Psicologia, cilt.41, sa.2, ss.210-220, 2025 (SCI-Expanded) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 41 Sayı: 2
  • Basım Tarihi: 2025
  • Doi Numarası: 10.6018/analesps.620951
  • Dergi Adı: Anales de Psicologia
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Fuente Academica Plus, IBZ Online, Periodicals Index Online, Psicodoc, Psycinfo, DIALNET
  • Sayfa Sayıları: ss.210-220
  • Anahtar Kelimeler: Anxiety about pursuing school leadership, Leadership self-efficacy, Perceived role ambiguity, School leadership prototypes, Teachers
  • Lokman Hekim Üniversitesi Adresli: Evet

Özet

The current study aimed to examine the influence of perceived role ambiguity and school leadership prototypes on teachers’ anxiety about pursuing school leadership positions. We also investigated the mediating role of teachers’ leadership self-efficacy beliefs. A random sample of 390 teachers participated in this cross-sectional correlational study. Multivariate statistics and structural equation modeling were employed to analyze the hypothesized direct and indirect relationship between the study variables. The findings demonstrated whilst the perceived role ambiguity significantly increased teachers’ anxiety about pursuing school leadership, school leadership prototypes decreased it. Leadership self-efficacy partially mediated the relationships between leadership prototypes and teachers’ anxiety about pursuing school leadership. The study’s findings would contribute to the development of policies that alleviate the adverse influence of the contributing factors to teachers’ reluctance to pursue leadership roles and promote their decisions to do so.