Teacher self-leadership includes a set of individual cognitive and behavioural strategies that, when practised together, can lead to improved performance. This study examines the influence personality and leader behaviours have on teacher self-leadership in a vocational education and training setting. Survey data from 418 teachers from an Australian college of vocational education and training showed that generalized self-efficacy and conscientiousness were positive predictors of self-leadership. Transformational leader behaviours also positively influenced teacher self-leadership, although to a lesser degree. The results suggest improving teachers’ self-efficacy is associated with increased self-management, greater intrinsic enjoyment from work and more constructive thought patterns. Training in transformational leader behaviours, such as articulating a vision, high performance expectations, individualized consideration and intellectual stimulation may also facilitate teacher self-leadership in vocational colleges.
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