An Examination of Constructive Feedback, Trust towards Leaders and Self-Efficacy of Teaching in Education Organizations
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This study investigates the relationship between constructive feedback, trust in leaders, and teaching self-efficacy within educational organizations. It finds that affective-based trust partially mediates the relationship between feedback and self-efficacy, while cognitive-based trust completely mediates this relationship. Therefore, cultivating cognitive-based trust is crucial for enhancing teacher self-efficacy and overall organizational performance.
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An Examination of Constructive Feedback, Trust towards Leaders and Self-Efficacy of Teaching in Education Organizations
- 1. An Examination of Constructive Feedback, Trust towards Leaders and Self-Efficacy of Teaching in Education Organizations Ying-Leh Ling & Abdul Ghani Kanesan Abdullah
- 2. Introduction In line with the government's efforts to achieve the objectives of high-income countries, the country needs 1.5 million employees in the Technical Education and Vocational Training (TVET) in 2020. This is because the global job market shows that there is an increasing demand for technicians and semi-skilled group in the field of technical and vocational education. However, employment analysis of polytechnic graduates from 2006 until 2013 indicating the quality of lecturers should be strengthened in view of the polytechnic graduates is still far from the target set. To produce graduates with high-performance, every educational institution should have competent educators and committed to the profession. The criteria emphasized self- efficacious because the educators believed to see the objective of teaching every day as a challenge (Chemers, Hu, & Garcia, 2001).
- 3. Introduction In improving teaching self-efficacy, feedback has been identified as an important component in improving the quality of work continuously for feedback contains elements that support the learning that tends to increase the performance significantly (Shea & Howell, 1999). Therefore, leaders must be able to channel the feedback effectively to influence the performance of followers in the organization. This action is necessary to create a healthy psychological situation of the organization (Shamir, House, & Arthur, 1993). Argument of Shamir et al. (1993) and Shea and Howell (1999) also describes the impact of leadership on follower performance becomes more clear if no feedbacks on tasks is compared to a significant task feedbacks.
- 4. Introduction Leaders who do not earn the trust of his followers will not be able to lead effectively (Brewster & Railsback, 2003). Moreover, trust in the leaders will be able to promote open interaction between leaders and followers (Geist & Hoy, 2004). It gives the impression that the leaders could be expected and cares for his people. In turn, this will convince followers to give ongoing commitment in his career. Indirectly, trust in leaders is essential in improving teaching self-efficacy.
- 5. Constructive Feedback Constructive and meaningful feedback may lead to successful teaching and learning as well as satisfaction. Feedback needs to be systematically provided to teachers who are engaged in delivering the teaching to the students (Ovando, 1994). Constructive feedback is considered valuable if it helps individuals achieve the targets set. Feedback should be given openly and respect as it affects job satisfaction and willingness of individuals within the organization (Blader & Tyler, 2009; Sommer & Kulkarni, 2012).
- 6. Trust towards Leaders Trust has been defined as the ability of a party to take the risk of trusting someone else, regardless of the consequences he would face as a result of such behavior (Nelson-Jones, 2003; Tschannen-Moran & Hoy, 2000). By having a high trust in the leader, followers typically more likely to engage in behaviors that help the organization although it is not their responsibility (Burke,, Sims, Lassara, Salas, 2007). This study uses a two-dimensional model of trust of McAllister (1995), which says trust in the leader involves affective trust and cognitive trust. It was chosen as the model two-dimensional trust McAllister (1995) have empirically tested and approved for the use in various industrial environments and different geographic locations (Schaubroeck, Lam, & Peng, 2011).
- 7. Self-Efficacy of Teaching In the context of education, Bandura (1986) refers teachers self-efficacy as confidence in their ability to learn, to conduct the required level, manage tasks, and obtain the desired result. Self-perception among teachers to bring positive change to student learning (Ross, Cousins, Gadalla, and Hannay, 1999). In this research, teaching self-efficacy refers to the ability of educators in designing teaching strategies to improve student engagement and classroom management, student discipline and resolve problems.
- 8. Research Objectives This study specifically aimed to identify the influence of trust in leaders as mediators in the relationship between feedback environment with teaching self-efficacy.
- 10. Research Methodology This study used a questionnaire which was built by previous researchers. The questionnaire was divided into four parts namely Part A (3 items) to obtain demographic data of respondents, Part B (6 items) to measure the constructive feedback in a work environment, Section C (10 items) is about trust towards leaders, and Section D (9 items) on teaching self-efficacy. Part B has been adapted from Feedback Environment Scale developed by Steelman et al. (2004) to diagnose the feedback process that occurs in an organizational setting. For the purpose of measuring the variables of trust in the leader (Part C), the instrument Affect- and Cognition-based Trust of McAllister (1995) were used in this study. For Part D, the instrument has been adapted from the short version of the instrument Teachers' Sense of Efficacy Scale (TSE) which has been developed by Tschannen-Moran and Hoy (2001) to measure the self-efficacy of teaching. Leaders in this study refers to the middle leader in educational organizations, Chief Program / Course Coordinators. The questionnaire in this study using a seven-point Likert scale.
- 11. Research Methodology Data analysis At the first stage, a descriptive analysis was carried out to get an idea of the distribution of the sample. Frequencies and percentages were used to describe demographic characteristics of respondents. Cronbach's alpha reliability test is used to determine the reliability of the instrument used. The reliability of this instrument is high and constant with Cronbach's alpha values obtained are within the range of 0.93 to 0.97. In the second stage, inferential analysis was used to test the hypotheses of the study. To see the effect of mediator trust towards the leaders on the relationship between feedback environment and teaching self-efficacy, the method of multiple regression analysis were used.
- 12. Results Constructive feedback has a significant effect on self- efficacy of teaching without affective-based trust (β = .28, p <.05) and significantly on teaching self-efficacy with affective-based trust (β = .16 , p <.05) and the beta coefficient is reduced. This shows affective-based trust acts as a partial mediator towards constructive feedback and teaching self-efficacy.
- 13. Results Constructive feedback has a significant effect on self-efficacy of teaching without cognitive-based trust (β = .21, p <.05), and no significant effect on self-efficacy of teaching with cognitive-based trust (β = .10, p <.05) and the beta coefficient is reduced. This shows the cognitive-based trust has acted as complete mediator to constructive feedback and teaching self-efficacy.
- 14. Discussions The study showed affective-based trust towards leaders acts as a partial mediator, while cognitive- based trust towards leaders act as a complete mediator on the relationship between feedback environment and teaching self-efficacy. Cognitive-based trust were found to have a direct impact on teaching self-efficacy compared with affective-based trust that act indirectly. These findings suggest that cognitive-based trust developed through followers on the personal characteristics of the leader's leadership translates into positive results for the organization's work and not affective-based trust which developed through the concern and care among leaders and followers alone.
- 15. Conclusion Although this study demonstrates trust towards leaders play an important role in generating positive employment outcomes among followers in general, leaders should be aware that in particular cognitive-based trust towards leaders can have a direct effect on self-efficacy among his followers compared with affective-based trust towards the leaders.