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Influential factors for knowledge creation practices of CTE teachers: mutual impact of perceived school support, transformational leadership, and work engagement

Title
Influential factors for knowledge creation practices of CTE teachers: mutual impact of perceived school support, transformational leadership, and work engagement
Author
송지훈
Keywords
Knowledge creation; Perceived school support; Transformational leadership; Work engagement; Career and technical education
Issue Date
2013-09
Publisher
Springer
Citation
Asia Pacific Education Review, 2013, 14(4), P.467-482
Abstract
This study examined the structural relationships among perceived school support, transformational leadership, teachers’ work engagement, and teachers’ knowledge creation practices. It also investigated the mediating effects of transformational leadership and work engagement in explaining the association between perceived school support and knowledge creation practices. Samples included 284 career and technical education teachers in the United States. Structural equation modeling was employed. Perceived school support was positively associated with transformational leadership and teachers’ work engagement, but had no direct impact on knowledge creation practices. Transformational leadership was found to affect knowledge creation practices, but not work engagement of teachers. Although a supportive school climate had no direct relationship with knowledge creation practices, it indirectly affected this outcome variable through transformational leadership and teachers’ work engagement. The results suggest that in order to increase teachers’ knowledge creation activities, a supportive school climate should be provided with efforts to improve teachers’ work engagement and transformational behaviors of the principal.
URI
https://link.springer.com/article/10.1007%2Fs12564-013-9283-8
ISSN
1598-1037; 1876-407X
DOI
10.1007/s12564-013-9283-8
Appears in Collections:
COLLEGE OF EDUCATION[S](사범대학) > EDUCATIONAL TECHNOLOGY(교육공학과) > Articles
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