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The influence of college teachers' leadership style change and emotional regulation self-efficacy


Citation

Lu, Jing (2019) The influence of college teachers' leadership style change and emotional regulation self-efficacy. In: 5th International Conference on Educational Research and Practice (ICERP) 2019, 22-23 Oct. 2019, Palm Garden Hotel, Putrajaya, Malaysia. (pp. 432-438).

Abstract

The aim of this study is to examine the relationship between emotional regulation self-efficacy and leadership style change of university teachers by using the methods of questionnaire survey, literature research and establish a research model on the relationship between leadership style and emotional regulation self-efficacy. The questionnaire designed in this study mainly includes a number of questions about demography, including age, marriage, gender, major, education, efficient nature, position, teaching age, rank and so on. There are 10 questions about teachers' emotional regulation self-efficacy and 24 questions about transformational leadership style. There are 6 questions about transactional leadership style. The research and analysis of this study mainly adopts statistical methods such as variance analysis, reliability test, independent sample t test, descriptive statistical analysis, correlation analysis, hierarchical regression analysis and multiple regression analysis. The findings reveal that different leadership styles have different effects on teachers' emotional regulation self-efficacy in university system. Transformational leadership style has a negative correlation with teachers' emotional regulation self-efficacy, while transactional leadership style has a positive correlation with teachers' emotional regulation self-efficacy, which improves teachers' self-emotion management ability. In addition, transformational leadership style has a negative effect on the improvement of teachers' emotional regulation self-efficacy, but transactional leadership style has a positive effect on the improvement of college teachers' emotional regulation self-efficacy. A good leadership style can improve teachers' ability to self-control their emotions, promoting the efficient work of teachers, and has a positive effect on schools, students and teachers themselves. This study is of great value for a deeper understanding of teachers' emotional regulation self-efficacy.


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Additional Metadata

Item Type: Conference or Workshop Item (Paper)
Divisions: Faculty of Educational Studies
Publisher: Faculty of Educational Studies, Universiti Putra Malaysia
Keywords: Leadership style; Self-efficacy; Teachers' leadership style
Depositing User: Nabilah Mustapa
Date Deposited: 06 Feb 2020 01:33
Last Modified: 06 Feb 2020 01:33
URI: http://psasir.upm.edu.my/id/eprint/76832
Statistic Details: View Download Statistic

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