RESUMO
Introduction: The Multifactor Leadership Questionnaire (MLQ-5X) has been used frequently to assess leadership in different settings. Despite its popularity, there are many critiques of the MLQ-5X such as its questionable multidimensional structure, lack of connection to the theory and the different factor structures of the measurement tool. The purpose of this study was to re-examine the psychometric properties of the MLQ-5X in the Singapore educational context using two datasets. Methods: A total of 872 teachers (40.1% male and 59.9% female) from 20 secondary schools in Singapore completed two sets of MLQ-5X, one set for their immediate reporting officer and one set for their school leaders. Results: Congeneric Confirmatory Factor Analysis, Rho's coefficients, and AVE were used to analyze MLQ-5X's convergent validity and internal consistency. After five items were deleted, the MLQ-5X showed acceptable internal consistency and convergent validity. Eight measurement models were tested with the original 36 items and the reduced items MLQ-5X. Latent factor correlation matrix with confidence intervals was used to assess the discriminant validity of the MLQ-5X. The results provided support for a nine first-order factors and three second-order factors model (transformation [IIA, IIB, IM, IS, IC, CR], transactional (MBEA), and non-leadership (MBEP and LF). Discussion: The discriminant validity of the hierarchical measurement model of MLQ-5X is supported using dataset 2.
RESUMO
Background: All teachers aspire to create the most motivating classroom climate for their students. This is because students who are motivated demonstrate superior learning outcomes relative to students who are not motivated. According to the Self-Determination Theory (SDT), when teachers establish an autonomy-supportive climate in their classrooms, their students can benefit in numerous developmentally and educationally important ways. Whilst most teachers have an understanding that autonomy-supportive teaching can benefit their students, many of them are unwilling or unable to carry out autonomy-supportive strategies. This can be explained by the implicit and explicit forces (e.g., teaching philosophies and beliefs, personal experiences) imposed on them by their internal (namely, intrapsychic) and external (namely, social) environments. This paper focuses on the personal factors that influence teachers' adoption and employment of autonomy-supportive instructional behaviours. Method: Following a 10-week intervention program on implementing six autonomy-supportive instructional behaviours, we interviewed 59 teachers from 17 secondary schools in Singapore on their adoption and employment of the teaching strategies. Their number of years of teaching experience ranged from 1 to 31 years with a mean of 10.8 years of teaching experience, and 62.71% of them were female. Finding: From the interviews, we identified several teacher-related personal factors which we labelled "teaching philosophies and beliefs," "personal experiences," "motivation to teach," "personality," "teachers' mental and emotional states" and "teaching efficacy." Through identifying the personal factors, we hope to raise awareness amongst the teachers on the inner forces that can foster or frustrate their own expression of autonomy-supportive instructional behaviours. Given the many plausible benefits that can be derived from autonomy-supportive teaching, we hope that the information gained from this qualitative study can path the way for greater willingness and effort in implementing autonomy-supportive teaching in the classrooms.
RESUMO
Our actions can be triggered by intentions, incentives or intrinsic values. Recent neuroscientific research has yielded some results about the growth mindset and intrinsic motivation. With the advances in neuroscience and motivational studies, there is a global need to utilize this information to inform educational practice and research. Yet, little is known about the neuroscientific interplay between growth mindset and intrinsic motivation. This paper attempts to draw on the theories of growth mindset and intrinsic motivation, together with contemporary ideas in neuroscience, outline the potential for neuroscientific research in education. It aims to shed light on the relationship between growth mindset and intrinsic motivation in terms of supporting a growth mindset to facilitate intrinsic motivation through neural responses. Recent empirical research from the educational neuroscience perspective that provides insights into the interplay between growth mindset and intrinsic motivation will also be discussed.
