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Inquiry-based leadership: The influence of affective attitude, experienced social pressure and self-efficacy

Lisette Uiterwijk-Luijk (Marnix Academy, University for Teacher Education, Utrecht, The Netherlands) (Penta Nova, Academy for School Leadership, Utrecht, The Netherlands)
Meta Krüger (Marnix Academy, University for Teacher Education, Utrecht, The Netherlands) (Penta Nova, Academy for School Leadership, Utrecht, The Netherlands)
Bonne Zijlstra (Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands)
Monique Volman (Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 7 August 2017

Abstract

Purpose

The purpose of this paper is to improve the understanding of psychological factors that influence inquiry-based leadership. This study investigates how affective attitude, experienced social pressure, and self-efficacy relate to aspects of inquiry-based school leadership. A school leader’s inquiry habit of mind, data literacy, and the extent to which he or she creates a culture of inquiry in the school are each identified as aspects of inquiry-based leadership.

Design/methodology/approach

Data were collected from questionnaires completed by a sample of 79 school leaders.

Findings

A significant relationship was found between self-efficacy regarding inquiry-based leadership and all aspects of inquiry-based leadership. Affective attitude toward inquiry-based leadership was significantly related to creating a culture of inquiry. There was no unique relationship between experienced social pressure and inquiry-based leadership.

Practical implications

Administrators and educators of school leaders who aim to stimulate inquiry-based school leadership should not only focus on increasing the capacity of school leaders to lead their school in an inquiry-based way, but they should also focus on leaders’ self-efficacy and on fostering leaders’ positive attitude toward inquiry-based school leadership. Administrators and educators can, for example, give positive feedback, emphasize the added value of inquiry-based leadership, encourage working with critical friends, and stimulate collaboration with other leaders.

Originality/value

This study addresses two gaps in the existing research, by focusing on inquiry-based leadership instead of data use and on psychological factors instead of knowledge and skills that are related to this type of leadership.

Keywords

Citation

Uiterwijk-Luijk, L., Krüger, M., Zijlstra, B. and Volman, M. (2017), "Inquiry-based leadership: The influence of affective attitude, experienced social pressure and self-efficacy", Journal of Educational Administration, Vol. 55 No. 5, pp. 492-509. https://doi.org/10.1108/JEA-12-2015-0114

Publisher

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Emerald Publishing Limited

Copyright © 2017, Emerald Publishing Limited