Modeling the relationships between transformational leadership, teacher academic optimism, and teacher engagement: Evidence from the Serbian school context

Abstract

Although the construct of teacher engagement is acknowledged as important for positive student and teacher outcomes, evidence about its determinants is still scarce. The main aim of this study was to investigate the relationships between transformational leadership, dimensions of teacher academic optimism (i.e., self-efficacy, teacher trust in parents and students, and academic emphasis), and teacher engagement. Data obtained from 420 primary and lower secondary school Serbian teachers were analyzed by utilizing structural equation modeling with latent variables. The results revealed that transformational leadership has positive effects on all dimensions of teacher academic optimism. Transformational leadership was directly associated with teacher engagement, although this relationship was not strong. Also, transformational leadership was linked to teacher engagement indirectly, via teachers? trust in parents and students and academic emphasis. The present study suggests that transformational leadership plays an important role in enhancing teacher engagement. Therefore, by strengthening transformational leadership in the school, the engagement of teachers is likely to be improved.