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Emotional reframing as a mediator of the relationships between transformational school leadership and teachers’ motivation and commitment

Izhak Berkovich (Department of Education and Psychology, The Open University of Israel, Ra’anana, Israel)
Ori Eyal (Division of Policy, Administration and Leadership in Education, The Seymour Fox School of Education, The Hebrew University of Jerusalem, Jerusalem, Israel)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 7 August 2017

Abstract

Purpose

Empirical evidence links transformational school leadership to teachers’ autonomous motivation and affective organizational commitment. Little empirical research, however, has focused on the emotional mechanisms behind these relations. Following the argument in the literature that transformational leadership can transform followers’ emotions, the purpose of this paper is to examine whether teacher’s experience of emotional reframing by principal mediates the relationships between transformational school leadership and these work-related outcomes (i.e. teachers’ motivation and commitment).

Design/methodology/approach

Questionnaires were used to collect information from 639 primary school teachers nested in 69 randomly sampled schools. The data were analyzed using multilevel path analysis software.

Findings

The results indicated that the effect of transformational school leadership behaviors on teachers’ autonomous motivation was fully mediated by emotional reframing, and that the effect of transformational school leadership on affective organizational commitment was partially mediated by it. The authors further found an indirect relationship of transformational school leadership with affective organizational commitment through emotional reframing and autonomous motivation.

Originality/value

The present study makes a unique contribution to the literature by confirming that teachers’ sense of emotional reframing is a key affective mechanism by which school leaders influence teachers’ motivation and commitment.

Keywords

Citation

Berkovich, I. and Eyal, O. (2017), "Emotional reframing as a mediator of the relationships between transformational school leadership and teachers’ motivation and commitment", Journal of Educational Administration, Vol. 55 No. 5, pp. 450-468. https://doi.org/10.1108/JEA-07-2016-0072

Publisher

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Emerald Publishing Limited

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