Windlinger, Regula; Warwas, Julia; Hostettler, Ueli; Klumb, Petra L. (2025). How vertical and shared constructive leadership impact teachers’ daily work engagement and affective states: a micro-longitudinal study. International Journal of Leadership in Education, pp. 1-22. 10.1080/13603124.2024.2442626

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Leadership in schools has been associated with a range of positive affective outcomes for teachers, as well as positive attitudes toward their work. However, most studies have used retrospective, one-time surveys. This study aims to clarify how leadership influences teachers’ daily work-related attitudes and affective states. Using a microlongitudinal design, it assesses constructive leadership behaviors of principals (‘vertical constructive leadership’) and colleagues (‘shared constructive leadership’) examining their associations with teachers’ daily work engagement and pleasant affective states. Additionally, this study analyzes whether the quality of teachers’ daily work interactions mediates the effects of leadership on outcomes. Multilevel structural equation modeling (MSEM) was used to analyze data from a baseline leadership survey and repeated assessments over a 10-day period (2 measures per day, n = 1313), stemming from 72 teachers in 15 public schools in Switzerland. Teachers reported experiencing both vertical and shared constructive leadership. However, only vertical constructive leadership was positively associated with interaction quality, pleasant affective states, and state work engagement. The effect of vertical constructive leadership on pleasant affective states was mediated by interaction quality. Principals seeking to enhance teachers’ capacity for productive professional activities should increase constructive leadership behaviors as a fertile ground for positive social interactions among staff.

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