Responsible school leadership and teacher work effort: the mediating roles of teacher identification and intrinsic motivation

Purpose This study explored the mediating roles of teachers’ intrinsic motivation and sense of identification in the relationship between responsible leadership and teacher work effort. Design/methodology/approach Utilizing a sample of 778 teachers working in 75 schools, this study employed multilevel structural equation modeling to investigate the relationships between the study variables at both the teacher level and the school level. Findings The results showed that responsible school leadership was positively related to teacher intrinsic motivation and identification. Likewise, teacher identification and intrinsic motivation were positively associated with teacher work effort. Responsible school leadership is not directly related to teacher work effort, but rather indirectly via intrinsic motivation and identification. Practical implications The findings highlight that responsible school leadership enhances teacher work effort indirectly by fostering intrinsic motivation and identification with the school. To maximize teacher productivity, leaders should focus on creating a supportive environment that promotes autonomy, purpose, and a strong sense of belonging. Originality/value This study provides valuable insights into the indirect mechanisms through which responsible school leadership influences teacher work effort, emphasizing the pivotal roles of intrinsic motivation and identification. Its originality lies in uncovering these pathways, offering practical guidance for leadership practices to enhance teacher engagement and productivity.