Transformational leadership as a motivational resource of teaching effectiveness: mediational pathways via collective teacher efficacy and teacher commitment [electronic resource] by Niclie L. Tiratira.

Date of Publication


Document Type


Degree Name

Doctor of Philosophy in Educational Psychology Major in Educational Measurement and Evaluation


Br. Andrew Gonzalez FSC College of Education


Counseling and Educational Psychology

Thesis Adviser

Ouano, Jerome, Dr.

Defense Panel Chair

Garcia, John Addy S.

Defense Panel Member

Salanga, Maria Guadalupe C., Dr.


The study adopted the model of Ross and Gray (2006) showing the relationships of the variables transformational leadership, collective teacher efficacy, and teacher commitment. Teaching effectiveness was added as another variable in the study to expland the model. It was hypothesized that transformational leadership is an antecedent of teaching effectiveness. The relationships of the variables can be explained by the self-determination theory, specifically the autonomy supportive principle. There were 558 teacher participants out of the 831 total teachers from 10 campuses of the University of Rizal System who participated in the study. Structural Equations Modeling as used to test the relationship of the model. The model tested showed to have adequate fit with Chi-square=45.31, Joreskog GFI=.99, AGFI=.97, and RMSEA=.05. The model of the study revealed that the motivational role of transformational leadership has an influence in teaching effectiveness and an autonomy supportive transformational leader can affect teaching effectiveness through collective teacher efficacy and teacher commitment. Keywords: transformational leadership, collective teacher efficacy, teacher commitments, teaching effectiveness.

Abstract Format




Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

This document is currently not available here.