Supervisors’ Leadership Styles’ Influence on Foreign Teachers’ Self-Efficacy in a Cross-Cultural Work Setting: A Moderated Mediation Analysis
Leadership style impacts on the manner and frequency of feedback transmission. However, communication challenges between superiors and subordinates originate from cultural differences, which undermine the usefulness of feedback. The study tested leadership style’s effect on self-efficacy through a m...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2021-03-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/2158244021994546 |
| _version_ | 1830193366425403392 |
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| author | Bernard Gumah Liu Wenbin Maxwell Akansina Aziabah |
| author_facet | Bernard Gumah Liu Wenbin Maxwell Akansina Aziabah |
| author_sort | Bernard Gumah |
| collection | DOAJ |
| description | Leadership style impacts on the manner and frequency of feedback transmission. However, communication challenges between superiors and subordinates originate from cultural differences, which undermine the usefulness of feedback. The study tested leadership style’s effect on self-efficacy through a moderated mediation approach, examined through the lens of the cross-cultural adaptation theory. Path analysis conducted on data from 281 foreign teachers in Chengdu, China, revealed that there is a positive effect of Chinese supervisors’ leadership styles on foreign teacher’s self-efficacy. Leadership style similarly has an influence on the nature of feedback. And the nature of feedback in turn mediates leadership style and self-efficacy. We establish in particular that transactional and transformational leadership styles, through the nature of feedback, influence self-efficacy of foreign teachers. Moreover, the association between the nature of feedback and self-efficacy is moderated by the perceived value of feedback. Employees’ perceptions are also found to be crucial in determining the value of feedback. It is thus imperative for supervisors and managers working with foreigners as subordinates to figure out when and how to provide valuable feedback. We conclude with suggested areas for further research. |
| first_indexed | 2024-12-18T00:12:02Z |
| format | Article |
| id | doaj.art-8650d7e7f0294fd686e347d7fb37ad51 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-12-18T00:12:02Z |
| publishDate | 2021-03-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-8650d7e7f0294fd686e347d7fb37ad512022-12-21T21:27:39ZengSAGE PublishingSAGE Open2158-24402021-03-011110.1177/2158244021994546Supervisors’ Leadership Styles’ Influence on Foreign Teachers’ Self-Efficacy in a Cross-Cultural Work Setting: A Moderated Mediation AnalysisBernard Gumah0Liu Wenbin1Maxwell Akansina Aziabah2University of Electronic Science and Technology of China, Chengdu, ChinaUniversity of Electronic Science and Technology of China, Chengdu, ChinaUniversity for Development Studies, Wa, GhanaLeadership style impacts on the manner and frequency of feedback transmission. However, communication challenges between superiors and subordinates originate from cultural differences, which undermine the usefulness of feedback. The study tested leadership style’s effect on self-efficacy through a moderated mediation approach, examined through the lens of the cross-cultural adaptation theory. Path analysis conducted on data from 281 foreign teachers in Chengdu, China, revealed that there is a positive effect of Chinese supervisors’ leadership styles on foreign teacher’s self-efficacy. Leadership style similarly has an influence on the nature of feedback. And the nature of feedback in turn mediates leadership style and self-efficacy. We establish in particular that transactional and transformational leadership styles, through the nature of feedback, influence self-efficacy of foreign teachers. Moreover, the association between the nature of feedback and self-efficacy is moderated by the perceived value of feedback. Employees’ perceptions are also found to be crucial in determining the value of feedback. It is thus imperative for supervisors and managers working with foreigners as subordinates to figure out when and how to provide valuable feedback. We conclude with suggested areas for further research.https://doi.org/10.1177/2158244021994546 |
| spellingShingle | Bernard Gumah Liu Wenbin Maxwell Akansina Aziabah Supervisors’ Leadership Styles’ Influence on Foreign Teachers’ Self-Efficacy in a Cross-Cultural Work Setting: A Moderated Mediation Analysis SAGE Open |
| title | Supervisors’ Leadership Styles’ Influence on Foreign Teachers’ Self-Efficacy in a Cross-Cultural Work Setting: A Moderated Mediation Analysis |
| title_full | Supervisors’ Leadership Styles’ Influence on Foreign Teachers’ Self-Efficacy in a Cross-Cultural Work Setting: A Moderated Mediation Analysis |
| title_fullStr | Supervisors’ Leadership Styles’ Influence on Foreign Teachers’ Self-Efficacy in a Cross-Cultural Work Setting: A Moderated Mediation Analysis |
| title_full_unstemmed | Supervisors’ Leadership Styles’ Influence on Foreign Teachers’ Self-Efficacy in a Cross-Cultural Work Setting: A Moderated Mediation Analysis |
| title_short | Supervisors’ Leadership Styles’ Influence on Foreign Teachers’ Self-Efficacy in a Cross-Cultural Work Setting: A Moderated Mediation Analysis |
| title_sort | supervisors leadership styles influence on foreign teachers self efficacy in a cross cultural work setting a moderated mediation analysis |
| url | https://doi.org/10.1177/2158244021994546 |
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