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Exploring role of gratitude in Role of

gratitude in
developing teacher leadership in teacher
leadership
Indian universities
Naval Garg 881
Delhi Technological University, Delhi, India
Received 17 July 2019
Revised 19 September 2019
Abstract 5 December 2019
6 December 2019
Purpose – The benefits of teacher leadership have attracted the attention of policymakers, practitioners and Accepted 10 December 2019
researchers. It is increasingly advocated as one of the most crucial and indispensable components of the school,
college and university administration. The present study tends to investigate the role of gratitude in developing
teacher leadership through examining sufficiency and necessity of thankfulness for educational leadership.
Design/methodology/approach – The study explores sufficiency and necessity of gratitude for seven
dimensions of educational leadership with the help of correlation, regression and necessary condition analysis.
Findings – The paper concludes that gratitude is both sufficient and necessary condition for overall teacher
leadership and its seven dimensions.
Originality/value – The paper is based on original data.
Keywords Gratitude, Teacher leadership, Necessary condition
Paper type Research paper

Introduction
The leadership has a deep influence on every aspect of personal and professional life, and
teacher leadership is one of the newest entrants of the field (Rupsiene and Skarbaliene,
2010). Teacher leadership was acknowledged as a pivotal and prominent sub-field of
leadership in the 1980s (Bond, 2015). Subsequently, the field witnessed a large number of
empirical researchers, articles, books and conferences on education leaders. According to
Wenner and Campbell (2017), three reasons could be attributed to the growth of the subject
matter of teacher leadership. First, education leadership was increasingly seen as an
essential component of education and school reforms. Acknowledging the same, National
Education Association of USA initiated “The Teacher Leadership Initiative” to develop and
promote leaders within educationists. In India, “School Leadership Development Program”
of the Ministry of Human Resource Management and “Faculty Induction Program” of
University Grant Commission are also aimed at developing future leaders for the Indian
education system. Second, the subject gained the attention of politicians and policy makers
for ensuring transparency and accountability in the education sector. It aspired to ensure
teachers’ participation in institutional events and programs to promote a culture of
professional inquiry. And the third and final reason for accelerating attention on teacher
leadership studies is high attrition among teachers. Researchers believe that stagnant
career trajectory and routine tasks lead to turnover of faculty. Challenge and higher
responsibility through educational leadership may help in arresting the highlighted
issue (Ingersoll and Perda, 2012; Donaldson, 2007; Johnson and Donaldson, 2004). These
three reasons attributed to the growth of empirical inquiry in the area of educational
leadership.
As far as leadership is concerned, it is defined as “the process of persuasion or example
International Journal of
by which an individual (or leadership team) induces a group to pursue objectives held by Educational Management
the leader or shared by the leader and his or her followers” (Gardner, 1990, p. 17). It may also Vol. 34 No. 5, 2020
pp. 881-901
be understood as “how one works through other people to achieve goals” (Owens and © Emerald Publishing Limited
0951-354X
Valesky, 2015). Several authors (Stogdill, 1990; Katz and Kahn, 1978; Vecchio, 1988; DOI 10.1108/IJEM-07-2019-0253
IJEM Maxwell, 1995) described leadership as an act of influencing others to work towards a pre-
34,5 defined goal. Fortunately, there exist broad agreements over definition and constructs of
leadership. However, the conceptualization of teacher leader lacks uniformity. Neumerski
(2012) reported that “there is little consensus around what constitutes ‘teacher leadership’.
It tends to be an umbrella term referring to a myriad of work” (p. 320). The problem is
further perplexed by different nomenclature of teacher leaders in different settings.
Even literature uses different titles such as program coordinator, dean, head of the
882 department, lead teacher, department chair and mentor for educational leaders (Neumerski,
2012; Mangin and Stoelinga, 2008). The demarcation between teacher and teacher leader is
often blurred as an academic leader is also expected to fulfill the regular duties of the
teacher too. This lack of clarity proves to be a significant obstacle for contemporary
researchers in synchronization of the research efforts towards a common and widely
accepted finding.
Different researchers, including Silva et al. (2000), Crowther et al. (2002), Spillane
(2006) and Sheninger (2011), have elaborated different dimensions of teacher leadership.
Silva et al. (2000) describes the three-pronged development of the domain of teacher
leadership. First, the authors discuss the growing instances of engagement of teachers
in managerial roles. Second, the teacher leader uses their expertise in academic
improvements activities such as curriculum development and course designing. And
lastly, teacher leaders are actively and collaboratively engaging in improving the
student learning process. They are also encouraging their colleagues and other teachers
to adapt and practice the experimented strategies of better and effective learning.
Lately, researchers have added other roles and responsibilities of teacher leadership too.
Researchers including Crowther et al. (2002), Spillane (2006) and Ogawa and Bossert
(1995) argue that the contemporary educational leader questions the existing academic
practices and norms. By doing so, they try to build up a broader movement that
advocates and facilitates school-wide, society-wide and nation-wide positive changes.
Other researchers elaborate that the students imitate a teacher leader as their role
model. Also, they have a long-lasting and profound impact on young minds, and
thereby they influence future conduct and behavior of their students. Contemporary
researchers and practitioners believe that the modern educational leaders are assigned a
multitude of routine tasks such as teaching and counseling grievance and discipline
issue redressal, accommodation of students and parents and teachers’ and states’ triad
concern (Sheninger, 2011). In addition to these regular assignments, they have also
entrusted the leadership role as it has a direct bearing on an institution’s culture and
climate and even on students’ academic performance.
Apart from the academic performance of students, teacher leadership is also reported to
have a convincing relationship with school improvement (Crowther et al., 2009); morale of
faculty, staff and other stakeholders (Mason, 2007); adequate academic support and
administrations (Powell, 2016; Deruy, 2016); better relationship with college colleagues
(Hofstein et al., 2004); recognition among administrators and owner of the institution
(Baecher, 2012); confidence and empowerment of students and teachers (Beachum and
Dentith, 2004); work satisfaction among teachers (Beachum and Dentith, 2004; Hunzicker,
2012); sense of purpose of life (Chew and Andrews, 2010); promotion of colleagues’
self-esteem through delegation and higher expectations (Friedman, 2011) and creativity and
work involvement (Muijs and Harris, 2006), higher end-of-year grade point average (Layous
and Lyubomirsky, 2014), increased school bonding and social adjustment among students
(Froh et al., 2011), higher academic and social success, greater perceived social support from
parents, peers, and teachers (Froh et al., 2008), increased sense of connection and owner of
school (McCullough et al., 2001) and confidence in academic abilities. These direct benefits
and other latent advantages of academic leadership reckon the necessity of empirical
exploration of constructs, factors promoting teacher leadership, benefits and challenges of Role of
educational leadership. gratitude in
The present study proposes gratitude, one of the most discussed and practiced behaviors
in positive psychology, as a direct agent of increased teacher leadership. The virtue of
teacher
gratitude has been appreciated and advocated by both researchers and practitioners for its leadership
profound impact on human psychology, social relationships and organizational benefits. The
profound benefits of thankfulness have motivated researchers to explore the benefits of
teachers’ experience of gratitude for their academic institutional settings. Although there is 883
an acute shortage of empirical investigations, several articles written by renowned
researchers and practitioners have appreciated the role of gratitude in securing teacher
leadership. Acknowledging this research gap, the direct effect of gratitude on teacher
leadership is explored in this study.
The research paper is broadly divided into four parts. First, the concept of gratitude and
its relevance for the teacher is discussed. Second, teacher leadership and its relationship with
gratitude are explained. Further, the relationship between gratitude and teacher leadership is
explored with the help of various statistical tools including correlation, regression and
necessary condition analysis. And in the last part of the paper, theoretical and practical
implications of the study, limitations of the study and scope for future researchers are
discussed.

Theoretical framework
Gratitude and its constructs. Conventionally, gratitude is considered as a difficult term to
define (Wood et al., 2010). The term has been diversely discussed as an emotion, a moral
virtue, a religious value, an attitude, a habit and even a life-orientation, and also a moral virtue
(Emmons and Shelton, 2002; Wood et al., 2010; Algoe and Stanton, 2012; Garg, 2018). It has
been defined as “the willingness to recognize the unearned increments of value in one’s
experience” (Bertocci and Millard, 1963, p. 389). It is also referred to as an “emotion, an
attitude, a moral virtue, a habit, a personality trait, or a coping response” (Emmons and
McCullough, 2003, p. 337). Gratitude is also described “as part of a wider life orientation
towards noticing and appreciating the positive in the world” (Wood et al., 2010). It is also
defined as a state of thankfulness after receiving something valuable from others. Broadly, it
may also encompass the feeling of thankfulness for those general positive aspects of life
which cannot be attributed to any specific benefactor. These aspects include a feeling of
gratefulness for the beauty of nature (appreciating flower, river or excellent weather).
Gratitude has been referred to “Kritagayata” in Indian epics and scriptures. This expression
of thankfulness represents a pinnacle in India (Garg, 2017b). It is so deeply valued in Indian
traditions that Indians have incarnated nature, animals, birds, mountains and rivers as God
for their invaluable contribution to humankind (Garg, 2017c). Subsequently, it has been
agreed that gratitude is a multifaceted concept.
Since gratitude is stated as a multidimensional concept, previous researchers have
elaborated its several constructs. Watkins et al. (2003) designed Gratitude Resentment and
Appreciation Test (GRAT) that comprises three dimensions of gratitude: Sense of abundance,
Appreciation for simple pleasure and Social appreciation. Sense of abundance or Lack of
sense of deprivation allows an individual to acknowledge and appreciate all physical and
material things that a person possesses. Such persons start appreciating previously
unnoticed blessings like a human body, sound mind, three square meal, family, friend, job,
home and so on. Although these items seem quite normal and insignificant, a mere realization
that a large number of people still dreams of having life alike them does the miracle.
This realization helps a grateful person to acknowledge the fact that he is far more blessed
than most of the others. Appreciation of simple pleasure is expressing thankfulness for
IJEM mundane aspects of life such as a pleasant meal, awesome weather, sudden and unplanned
34,5 meeting with an old friend. Social appreciation is being grateful for others for their valuable
contribution to one’s life.
Positive psychology researchers are devoting significant time and resources in
examining the field of gratitude and have already reported its positive association with
subjective wellbeing (Emmons and Shelton, 2002; Watkins et al., 2003; Garg et al.,
2019), life satisfaction (Duckworth et al., 2005; Seligman et al., 2006; Emmons and
884 Shelton, 2002; Watkins et al., 2003), positive social relationships (Algoe and Stanton,
2012; Algoe et al., 2008), physical health (Emmons and McCullough, 2003),
psychological wellbeing (Emmons and McCullough, 2003; McCullough et al., 2001;
Wood et al., 2010; Garg, 2017a), interpersonal relationships (Fredrickson, 2004; Wood
et al., 2010), positive psychological, physiological, and social outcomes in adults,
children, and schools (Bono and Froh, 2009; Emmons, 2013; Froh et al., 2011; Layous
and Lyubomirsky, 2014), optimal functioning and resilience (Froh et al., 2011; Layous
and Lyubomirsky, 2014), positive emotional functioning (Emmons and McCullough,
2003; Froh, et al., 2009), happiness, physical health and resilience (Fredrickson, 2001;
Fredrickson and Joiner, 2002), problem-solving tendencies (Fredrickson and Branigan,
2005), tendency to negate negative emotions (Fredrickson et al., 2000) and ability to
deal with stressful situations (Tugade and Fredrickson, 2004). In the light of immense
beneficial effects of gratitude, it would be interesting to investigate the relationship
between gratitude and teacher leadership.

Teacher leadership and gratitude

Previous researchers have defined teacher leadership in several ways (Angelle and
DeHart, 2010). According to Katzenmeyer and Moller (2001), teacher leader is a leader who
leads “within and beyond the classroom, influence others towards improved educational
practice, and identify with and contribute to a community of teacher leaders” (p. 6). Miller
et al. (2000) defined teacher leaders as “actions by teachers outside their classrooms that
involve an explicit or implicit responsibility to provide professional development to their
colleagues, to influence their communities’ or districts’ policies, or to act as adjunct staff to
support changes in classroom practices among teachers” (p. 4). In yet another definition,
Boles and Troen (1992) referred to gratitude as a collective form of leadership assumed by
many individuals in which teachers develop expertise by working collaboratively (p. 19).
A teacher leader is one who “lead within and beyond the classroom, influence others
toward improved educational practice, and identify with and contribute to a community of
teacher leader” (Katzenmeyer and Moller, 2001, p. 6). In general, teacher leader assumes
greater responsibility and authority than a teacher. They influence, direct and define
educational policies and practice. Researchers have specified three major roles of
educational leaders: formal leadership roles such as department head, program chair or
dean (Little, 2003; Silva et al., 2000); policy leadership role such as content and curriculum
developer, educational policy maker and influencer (Silva et al., 2000); collaborator
leadership role such as being an agent of collegiality, collaboration and continuous
learning (Little, 2003; Silva et al., 2000; Garg, 2015).
This sort of teacher leadership is not only beneficial for students, but it is equally
advantageous for institutions too (Muijs and Harris, 2006; Leithwood et al., 2004; Marzano
et al., 2005; Lieberman et al., 2017; Harris et al., 2017). Strong teacher leadership leads to
effective institution administration (Frost and Harris, 2003). Apart from students and
institutions, the leadership assignment is reported to have significant positive effects on
teacher themselves. It leads to improved and vibrant leadership skills (Ryan, 1999),
greater motivation and morale (Frost and Harris, 2003), higher level of self-esteem
(Katzenmeyer and Moller, 2001), increased self-efficacy (Katzenmeyer and Moller, 2001), Role of
greater acceptance of organizational changes (Lieberman et al., 2017), better adherence to gratitude in
new policies and rules, empowerment (Donaldson, 2015), improved collaboration (Harris,
Jones, and Huffman, 2017) and better social relations (Bartlett et al., 2012).
teacher
These benefits of teacher leadership have attracted the attention of policymakers, leadership
practitioners and researchers. It is increasingly advocated as one of the most crucial and
indispensable components of the school, college and university administration (Wenner and
Campbell, 2017). Obviously, the topic requires more rigorous theoretical and empirical 885
research explorations. Wenner and Campbell (2017) accurately highlighted the plight stating
“No comprehensive literature review of empirical research has been completed over the last
decade since tremendous shifts in policy, and other influences have coalesced to reshape the
educational landscape” (p. 2). Several other authors including Adams (2018), Adams et al.
(2017), Harris et al. (2017) and Wenner and Campbell (2017) also emphasized the need of more
research-based evidence on the concept of teacher leadership, factors that catalysis its
effectiveness and also on its potential benefits. This study tends to contribute to this growing
field of knowledge by proposing gratitude as a sufficient and necessary condition for the
development of effective teacher leadership.
Although there is an acute shortage of empirical studies that investigate the direct
relationship between gratitude and teacher leadership, the literature provides sufficient
indirect evidence. Ample inferences could be drawn from the literature that links gratitude
with cordial social relations, which is regarded as a backbone of leadership skills. Several
researchers including Bartlett et al. (2012), Bartlett and DeSteno (2006) and Tsang (2006) have
empirically proved that the gratitude experience facilitates prosocial behavior and
harbingers positive social relationships. The authors explained that gratitude promotes
favorable relationship-building behaviors, and these desirable behaviors go beyond the
healthy reciprocity-based relationship. Gratitude translates the tit-for-tat one-time reciprocal
style of an exchange-oriented relationship into a comprehensive, long-lasting, self-driven and
self-satisfying type of mutually beneficial relationship (Miles and Huberman, 1994). It leads to
transcending the boundaries of simple payback and ensures enriching and promising
exchanges (Garg, 2017b). Previous researches have also shown that socially affiliative
instincts and behaviors are promoted by one’s gratefulness (Bartlett et al., 2012).
A beneficiary tends to affiliate with one’s benefactor through spending significant time
with benefactor or/and through developing socially protective behavior towards one’s
benefactor. And such behaviors reflect the tendency to build trust, affection, love and
compassion between beneficiary and benefactors and therefore, gratitude bolsters and
promotes existing and new relationships (Bartlett et al., 2012; Bartlett and DeSteno, 2006).
Other researchers have reported that gratitude has crucial social consequences which go
beyond beneficiary–benefactor dyads. Grateful people show a greater tendency to help others
apart from their supporter (Bartlett and DeSteno, 2006; Garg et al., 2019). Gratitude facilitates
not only the reciprocal-based relationship but also forms “upward spiral” of healthy
relationships (Kubacka et al., 2011). Based on the discussion, the author proposes the
following theoretical model of probable linkage between gratitude and teacher leadership (see
Figure 1).

Research methodology
The principal objective of the present study is to examine the relationship between gratitude
and teacher leadership and its seven dimensions among Indian university teachers. The
study is based on a sample of 161 university teachers who were approached personally. Data
is collected with the help of a structured questionnaire using random sampling. Part A of
questionnaire captures demographic and organizational data such as gender, age,
IJEM
34,5 Idealized Influence (attributed)

Idealized Influence (behaviour)

Individualized Consideration

Intellectual Stimulation
Gratude
886 Contingent Reward

Inspirational Motivation
Figure 1.
Proposed Management by Exception
theoretical model

department and university. Out of 161 respondents, 78 are male, and the remaining 83 are
female. Eighty-seven teachers are below the age of 30 years; other 42 belongs to the 31–40
years age category, another 19 lies in the 41–50 age category and the remaining 13 are above
50 years. Part B measures gratitude with the help of gratitude questionnaire (GQ-6), a self-
report instrument, developed by McCullough et al. (2002). The gratitude scale has six items,
e.g., “If I had to list everything, I felt grateful, it would be a very long list”, “I have so much in
life to be thankful for” which captures gratitude on seven-point Likert-type scale ranging
from 1 (strongly disagree) to 7 (strongly agree). This scale has been used extensively in
previous studies (see Froh et al., 2008; Yuksel and Oguz Duran, 2012; Kong et al., 2015; Caputo,
2016; Langer et al., 2010). MLQ is again 21-items scale which captures data on a five-point
scale ranging from 1 (strongly disagree) to 5 (strongly agree). MLQ measures seven
dimensions of leadership: Inspirational Motivation which is capacity of leader to inspire
followers through one’s vision and conduct; Idealized Influence (attributed) which attributes
leader’s charisma; Idealized Influence (behavior) which emphasizes leaders goal-oriented
action; Individualized Consideration which is leaders’ ability to understand followers’ need
and then developing their strength to support organizational goal; Intellectual Stimulation
which is leaders’ capability to challenge and stimulate belief system of followers; Contingent
Reward which is leaders’ behavior to clear define tasks and align them with appropriate
reward system; Management by Exception which is leaders’ willingness to detect deviations
from the standards and initiate corrective measures.
The said instrument is subjected to psychometric properties (reliability and
validity) testing. Reliability refers to the consistency of results and is measured with
the help of Cronbach’s alpha. It represents the degree of internal consistency between a
set of items. Here, all values of Cronbach’s alpha are greater than 0.700 (see Table II),
which, according to George and Mallery (2003)’s threshold value confirms reliability.
Previous researchers also advocate the calculation of composite reliability to verify
reliability (Cronbach and Shavelson, 2004). It is calculated using the below-mentioned
mathematical formula. Composite reliability estimates greater or equal to 0.70 confirms
the reliability and statistics mentioned in Table II represents an adequate level of
reliability.

X 2 
X 2
CR ¼ ƛi ƛi

X 
þ 1  ƛ2i ; where ƛ ðlambaÞ is standardized factor loading for item
 Gender based Age based
Role of
variation variation gratitude in
Variable Mean S.D. t-value Sig. F-value Sig. teacher
Gratitude 4.68 1.23 0.590 0.556 1.036 0.391 leadership
Inspirational Motivation 3.78 0.84 2.405 0.017* 0.755 0.556
Idealized Influence (attributed) 3.79 0.81 3.478 0.001* 0.278 0.892
Idealized Influence (behavior) 3.61 0.95 0.881 0.380 0.737 0.568 887
Individualized Consideration 3.73 0.87 1.324 0.187 0.919 0.454
Intellectual Stimulation 3.50 0.94 1.437 0.153 0.056 0.994
Contingent Reward 3.54 0.87 1.295 0.197 1.074 0.371
Management by Exception 3.40 0.91 2.594 0.010* 0.327 0.859
Overall Teacher Leadership 3.62 0.72 2.310 0.022* 0.299 0.879 Table I.
Source(s): Primary Data, * statistically significant differences at 0.05 level of Significance Descriptive statistics

As far as validity is concerned, Convergent and Discriminant validity is examined here.

Convergent validity is assessed with the help of Average Variance Extracted (AVE), which is
calculated using the below-mentioned formula. AVE value of 0.5 or higher indicates an
adequate level of convergent validity (Fornell and Larcker, 1981).

X .
AVE ¼ ƛ2i N ; where ƛ ðlambaÞ is a standardized factor loading for item and
N is the number of items in a factor

After reliability and validity of data, challenging issues of Multicollinearity and common
method bias are also investigated. Multicollinearity arises due to the very high correlation
among variables and could be assessed with the help of the Variance Inflation Factor (VIF).
Table II reports that all values of VIF are less than five, which negate the problem of
Multicollinearity. Finally, since data is collected from the same source and also at the same
time, there are chances of common method biases. Harman one-factor analysis is one of the
most commonly used methods to check common method biases (Chang et al., 2010). In this
method, factor analysis is run to check whether one factor emerges or whether one factor is
responsible for the majority of the variance. In this study, when all items are subjected to
factor analysis, several factors were extracted, which means common method biases does not
exist in this study. Relationship between gratitude and teacher leadership is explored with
the help of correlation coefficient. Regression and Necessary Condition Analysis is carried out
to investigate the sufficiency and necessity of gratitude for seven dimensions of teacher
leadership (see Table I).

Data analysis and interpretation

Table I elaborates descriptive statistics related to gratitude and seven dimensions of teacher
leadership. The highest rated aspect of teacher leadership is Idealized Influence (attributed)
with a mean value of 3.79, while the lowest rated dimension is Management by Exception
(mean 5 3.40). It is interesting to note that overall teacher leadership varies significantly
among male and female teachers. However, no variation based on the age of teachers is
reported as significant.
Table II gives an adequate explanation of the issues of reliability, validity, and
Multicollinearity. Since all VIF (Variance Inflation Factor) values are less than five, so it
could be concluded that this study has no problem of Multicollinearity. Also, the
reliability of data is ensured as Cronbach’s alpha, and values of composite reliability are
greater than 0.70. As far as validity is concerned, AVE (Average Variance Extracted)
 34,5

888

matrix
IJEM

Table II.

multicollinearity
Reliability, validity,

testing and correlation

Variable α CR AVE VIF G IM IFA IFB IC IS CA ME TL

G 0.936 0.899 0.610 1

IM 0.916 0.823 0.609 3.256 0.466** 1
IFA 0.914 0.831 0.622 3.090 0.503** 0.688** 1
IFB 0.914 0.847 0.652 2.303 0.368** 0.575** 0.617** 1
IC 0.913 0.818 0.602 2.403 0.461** 0.494** 0.606** 0.706** 1
IS 0.912 0.827 0.617 2.059 0.452** 0.556** 0.585** 0.678** 0.749** 1
CA 0.917 0.800 0.572 3.179 0.389** 0.506** 0.531** 0.644** 0.607** 0.643** 1
ME 0.917 0.797 0.573 2.708 0.376** 0.663** 0.660** 0.525** 0.562** 0.610** 0.517** 1
TL 0.904 0.822 0.628 1.000 0.527** 0.781** 0.816** 0.838** 0.852** 0.832** 0.782** 0.796** 1
Note(s): G–Gratitude, IM–Inspirational Motivation, IFA–Idealized Influence (attributed), IFB–Idealized Influence (behaviour), IC–Individualized Consideration,
IS–Intellectual Stimulation, CA–Contingent Reward, ME–Management by Exception, α–Cronbach’s alpha, CR–Composite Reliability, AVE–Average Variance Extracted,
VIF–Variance Inflation Factor. ** Significant at 0.05
Source(s): Primary Data
value concludes convergent validity. Correlation matrix indicates positive and statistically Role of
significant correlation between gratitude and teacher leadership (Correlation coefficient gratitude in
(r) for TL 5 0.527, IM 5 0.466, IFA 5 0.503, IFB 5 0.368, IC 5 0.461, IS 5 0.452,
CA 5 0.389, ME 5 0.376). The correlation coefficient measures strength or degree of
teacher
relationship between two variables. The results state that both gratitude and teacher leadership
leader move in the same direction. Now, gratitude is regressed on overall leadership and
its seven dimensions to assess whether gratitude (independent variable) explains
educational leadership (criterion variable). It has been argued that regression investigates 889
sufficiency and not the necessity of condition (Dul, 2016). In other words, regression
assumes that independent variables are sufficient to increase the outcome; however, it
does not examine the necessity of predictor variable for the occurrence of a criterion
variable. It is based on additive causality (i.e. Y 5 a þ b1X1 þ b2X2 þ b3X3 þ . . .) which
states that if the value of one variable reduces, then the value of the outcome variable will
be decreased, and this decline in value of the dependent variable can be compensated by
increasing the values of another independent variable. On the contrary to regression
analysis, Necessary Condition Analysis investigates the necessity of a condition. “A
necessary cause is a constraint, a barrier, an obstacle, a bottleneck that must be managed
to allow the desired outcome to exist. Every single necessary cause must be in place,
place, as there is no additive causality that can compensate for the absence of the
necessary cause” (Dul, 2016, p. 11). The necessary condition must be mandatorily fulfilled
for the occurrence of the outcome; however, its fulfillment does not guarantee the outcome
(Dul, 2016). It is based on multiplicative causality (i.e. Y 5 a. b1X1. b2X2. b3X3 . . .) where
zero value of any determinant will reduce the outcome to zero. The necessary condition
could be examined through drawing a scatter diagram considering gratitude on X-axis
and teacher leadership on Y-axis. Then, a ceiling line which separates empty zone (zone
without any observation) from the full zone with observations is drawn. According to
Dul (2016), father of NCA, the presence of empty upper-left corner region of the graph
confirms the necessity of the condition. Effect size measures strength or degree of
necessity of the condition. Value of effect size lies between zero and one such that
0 < d < 0:1  small effect size;

0:1 ≤ d < 0:3  medium effect size;

0:3 ≤ d < 0:5  large effect and

0:5 ≤ d <1:0  very large effect size:

Threshold limit of 0.1 is essential to draw conclusive evidence of the existence of necessity of
predictor variable (Dul, 2016). Accordingly, data is analyzed using regression and necessary
condition analysis for investigating sufficiency and necessity of gratitude for teacher
leadership.
Gratitude and inspirational motivation. The ability of inspirational motivation is pivotal
to the success of leaders. It assumes greater significance for teacher leaders as they are
entrusted with significant responsibility to motivate and ignite young minds. An
inspirational motivator leader articulates vision, mission and plans very optimistically and
clearly. And such a motivational spirit inspires team spirit, enthusiasm and confidence
among followers. Table III provides results of regression analysis done considering gratitude
as the independent variable and inspirational motivation as the dependent variable. The
result finds a statistically significant standardized regression coefficient (β 5 0.466), and it is
also reported that gratitude leads to 21.7 percent (coefficient of determination) (r2 5 0.216)
variations in the inspirational motivation of a leader. Figure 2 reports empty upper-left-zone
IJEM of the curve, which advocates the necessity of gratitude for the occurrence of inspirational
34,5 motivation. Thus, gratitude is concluded to be both sufficient and necessary condition for this
first dimension of teacher leadership.
Gratitude and idealized influence (attribute). Idealized influence is advocated to have a
profound impact on the followers. It includes those attributes and behaviors, which instill
a feeling of pride and esteem for being associated with the leader. Idealized influence
attribute is often referred to as charisma of the leader. Charismatic leaders are often seen as
890 a personification of the values and mission of that organization. Table IV and Figure 3
report that the gratitude is both sufficient and necessary condition for idealized influence
(attribute). It is being argued that gratitude defines 25.3 percent variations in idealized
influence. The findings suggest that the quality of gratefulness may be considered
essential for a charismatic leader. A grateful leader acknowledges the hard work and
sacrifices of the employees, and consequently, it increases the probability of reciprocity with
good deeds.
Gratitude and idealized influence (behaviour). As discussed, leaders’ ideal behavior
influences followers and instill them with pride. It highlights leaders’ willingness and courage
to go beyond narrow self-interest for the pursuit of organizational goal. These leaders do not
hesitate to make personal sacrifices for the benefits of followers and other members of society.
Again Table V and Figure 4 conclude sufficiency and necessity of gratitude for idealized
influenced behaviors of teacher leaders. Gratitude is found to explain 13.6 percent variations
in this dimension of teacher leadership. Findings suggest that leaders’ gratefulness enhances
the influence of their behavior.
Gratitude and individual consideration. Individualized consideration is one of the most
vibrant characteristics of a transformational leader. It refers to the acknowledgment of
different needs, aspirations, qualities, capabilities, values and knowledge of the individuals.
Every follower is treated individually, rather than a group member. This individualized
attention and treatment allow the leader to develop personal arithmetic with its team member
and hence leader enjoys a higher level of acceptance of its instructions. Table VI reveals that

Unstandardized
Model coefficients Standardized coefficients
IM 5 β0 þ β1 G þ e1 B Std. Error Beta T Sig.

Table III. (Constant) 2.302 0.230 9.99 0.00*

Regression results Gratitude 0.316 0.048 0.466 (R square 5 0.217) 6.63 0.00*
(sufficiency test) Source(s): Primary Data, * Significant at 95 percent level of significance

Figure 2.
NCA plot and NCA
statistics
gratefulness of teacher leaders may explain 21.2 percent variations in individual Role of
consideration virtue of the leaders. Also, an empty left-upper region of NCA plot (Figure 5) gratitude in
confirms that the “feeling of gratitude” is indispensable for reaping the benefits of individual
consideration.
teacher
Gratitude and intellectual stimulation. Intellectual stimulation is the capability of the leader leadership
to pose intellectual teasers and challenges to its followers. Intellectual stimulators help team
members in realizing different perspectives of problems, and subsequently, team member
starts approaching problems through different angles and directions. It stimulates 891
innovative and non-traditional thinking and thus elicits new ways of solving the problem.
These challenges inspire intellectual capabilities, logical reasoning and critical thinking of
both leader and its team members. This study explores the role of gratitude in instigating the
habit of intellectual stimulation among teacher leaders. Table VII and Figure 6 reveal that the
gratefulness of a teacher is both sufficient and necessary conditions for intellectual
stimulation. The ability of intellectual stimulation is highly desirable for teachers as the entire
rationale of the modern education system is to produce intellectually sharp and mature
brains. A heart full of gratefulness and a mind full of innovative and constructive ideas may
be an ideal output for a school or university.
Gratitude and contingent reward. Quite naturally, leaders are supposed to possess the
innate quality of linking goals with an appropriate reward. Subordinates expect their leaders

Unstandardized
Model coefficients Standardized coefficients
IFA 5 β0 þ β1 G þ e1 B Std. Error Beta T Sig.

(Constant) 2.234 0.219 10.1 0.00* Table IV.

Gratitude 0.333 0.045 0.503 (R square 5 0.253) 7.33 0.00* Regression results
Source(s): Primary Data, * Significant at 95 percent level of significance (sufficiency test)

Figure 3.
NCA plot and NCA
statistics

Unstandardized
Model coefficients Standardized coefficients
IFB 5 β0 þ β1 G þ e1 B Std. Error Beta T Sig.

(Constant) 2.287 0.275 8.32 0.00* Table V.

Gratitude 0.284 0.057 0.368 (R square 5 0.136) 4.99 0.00* Regression results
Source(s): Primary Data, * Significant at 95 percent level of significance (sufficiency test)
IJEM to set up SMART (specific, measurable, attainable, realistic and timely) goals. SMART goal
34,5 accompanied by clear expectations, availability of adequate and necessary resources, and
provision of appropriate kind and form of rewards. Here, Table VIII and Figure 7 conclude
that the gratitude is a necessary condition for the contingent reward. It also explains 15.1
percent variations in contingent reward.
Gratitude and management by exception. Management by exception is a relatively new
leadership style in which the leader does not interfere in routine day-to-day tasks of the
892 subordinates. Leaders resort to interference or directions only in exceptional cases.
Management by exception could be applied either passively or actively. In passive exception,
leader intervenes when performance drops while in active exception, leader interferes as soon
as subordinates deviate from established norms and rules. The present study explores the
role of gratitude in ensuring management by exception. Table IX and Figure 8 establish
gratitude as a necessary condition for management by exception. And it also explains
significant variations in management by exception.
Gratitude and overall teacher leadership. After exploring all seven dimensions of teacher
leadership, it is imperative now to examine overall teacher leadership. Similar to all

Figure 4.
NCA plot and NCA
statistics

Unstandardized
Model coefficients Standardized coefficients
IC 5 β0 þ β1 G þ e1 B Std. Error Beta T Sig.

Table VI. (Constant) 2.203 0.242 9.09 0.00*

Regression results Gratitude 0.328 0.050 0.461 (R square 5 0.212) 6.54 0.00*
(sufficiency test) Source(s): Primary Data, * Significant at 95 percent level of significance

Figure 5.
NCA plot and NCA
statistics
aspects of teacher leadership, gratitude is again reported as sufficient and necessary Role of
condition for overall teacher leadership (Table X and Figure 9). It is also observed that gratitude in
the gratitude explains 27.3 percent variations in overall educational leadership. NCA
statistics reveal “large effect size” (CE-FDH 5 0.308) which signifies that the gratitude is
teacher
not only a necessary condition for teacher leadership, but it also has a large effect on leadership
leadership too.
893
Discussion and conclusion
The interest of the education community in exploring teacher leadership is expanding with
unprecedented speed (Berg and Zoellick, 2019). Nowadays, the role of a teacher is not
restricted to teaching-learning in a classroom setting. Rather they are supposed to take a
larger role including administration of educational institutes, policymaking, academia-
industry-society collaboration, formulation of guidelines to govern their own profession, etc.
These expansions of the work profile of the teachers have attracted the attention of
researchers around the globe. And recently, researchers and other stakeholders of teacher
leadership have started to meet annually at “Teacher Leadership Congress” organized yearly

Unstandardized
Model coefficients Standardized coefficients
IC 5 β0 þ β1 G þ e1 B Std. Error Beta T Sig.

(Constant) 1.879 0.263 7.15 0.00* Table VII.

Gratitude 0.347 0.054 0.452 (R square 5 0.204) 6.39 0.00* Regression results
Source(s): Primary Data, * Significant at 95 percent level of significance (sufficiency test)

Figure 6.
NCA plot and NCA
statistics

Unstandardized
Model coefficients Standardized coefficients
CR 5 β0 þ β1 G þ e1 B Std. Error Beta T Sig.

(Constant) 2.249 0.251 8.97 0.00* Table VIII.

Gratitude 0.276 0.052 0.389 (R square 5 0.151) 5.32 0.00* Regression results
Source(s): Primary Data, * Significant at 95 percent level of significance (sufficiency test)
IJEM during the meeting of American Educational Research Association (Berg et al., 2018; Berg
34,5 and Zoellick, 2019). The congress is trying to evolve broad empirical research based
consensus over the definition of teacher leadership, their constructs, factors affecting it and
their implications. This study aimed at investigating the militating effect of gratitude on the
development of teacher leadership. It tended to examine the sufficiency and necessity of

894

Figure 7.
NCA plot and NCA
statistics

Unstandardized
Model coefficients Standardized coefficients
ME 5 β0 þ β1 G þ e1 B Std. Error Beta T Sig.

Table IX. (Constant) 2.099 0.262 8.00 0.00*

Regression results Gratitude 0.278 0.054 0.376 (R square 5 0.141) 5.11 0.00*
(sufficiency test) Source(s): Primary Data, * Significant at 95 percent level of significance

Figure 8.
NCA plot and NCA
statistics

Unstandardized
Model coefficients Standardized coefficients
TL 5 β0 þ β1 G þ e1 B Std. Error Beta T Sig.

Table X. (Constant) 2.179 0.191 11.4 0.00*

Regression results Gratitude 0.309 0.040 0.527 (R square 5 0.273) 7.81 0.00*
(sufficiency test) Source(s): Primary Data, * Significant at 95 percent level of significance
 Role of
gratitude in
teacher
leadership

895
Figure 9.
NCA plot and NCA
statistics

gratitude for teacher leadership with the help of regression and necessary condition analysis.
As many as seven constructs of teacher leadership were investigated in this study.
The results revealed that gratitude is necessary condition for all seven dimensions of
educational leadership (Inspirational Motivation, Idealized Influence (attributed), Idealized
Influence (behavior), Individualized Consideration, Intellectual Stimulation, Contingent
Reward and Management by Exception) and also for overall teacher leadership.
The findings bear immense significance in the light of the growing importance of
academic leadership. Government, private owners and other stakeholders are investing a lot
of time, energy and resources for the same. Now, this study empirically proves that gratitude
could be cultivated to promote leadership among university teachers. Several previous
experimental studies have investigated the impact of different gratitude interventions on
students. These studies reported positive association between gratitude and perceived
friendship quality (O’Connell et al., 2017), life satisfaction (O’ Connell et al., 2017), self-esteem
(Chen and Wu, 2014), social support (Wood et al., 2008), quality of relationship (Algoe et al.,
2008), positive emotion towards study and homework (Froiland, 2018) and academic
performance (Gehlbach et al., 2016). Although gratitude studies are very common in the
context of students, researches on gratitude among teachers are rare. This leaves immense
opportunities for experimentation of diverse gratitude interventions with teachers which
academic administrator may try to develop leadership skills among educators.
Since gratitude is reported as sufficient condition for teacher leadership, it could therefore
be used to compensate other means to develop leadership. Researchers and practitioners have
highlighted many ways to cultivate gratitude at school and the workplace. These ways
include gratitude practices and interventions including “gratitude journals” (Froh et al., 2008;
Froh et al., 2007), “gratitude letters” (Seligman, 2002; Sergeant and Mongrain, 2011),
“gratitude letters visits”, “cultivating mindfulness” (Langer, 2014; Langer et al., 2010),
“gratitude collages” (Reivich, 2009), “sharing positive events” (Gable et al., 2004), “acts of
kindness” (Sheldon et al., 2013). These interventions could be practiced easily at the
university level through seminars, courses, conferences, and workshops. Specific gratitude
interventions could be practiced among teachers with the help of an expert OD
(Organizational Development) practitioners. It is also suggested that frequent reminders
(through periodic meetings and mails) and follow-up programs should be organized for
positive reinforcement of gratitude behavior. Certain innovative and interesting gratitude
practices like “haiku,” poem of three lines expressing gratefulness, could also be practiced.
In this practice, gratitude interventionists encourage workshop participants to express their
thankfulness through the poem of three lines (haiku). It is one of the most interesting and
lovable gratitude interventions which help an individual to observe internal feelings and then
express them in words.
IJEM One of the best sellers, Gratitude: A Way of Teaching, highlighted the importance of
34,5 gratitude for teachers. The author suggested that a grateful teacher has a far-reaching impact
on students who go beyond academics and career. Acknowledging the same, Howells (2014)
proposed an academic specific gratitude approach: “A state of preparedness.” In this
approach, teachers are inspired and taught to examine their “innermost attitude” and the
effect this has on their teaching practice and learning outcomes. The same introspection may
be expanded to include administrative responsibilities and leadership skills. Innermost
896 attitude is defined as “thinking from the depths of one’s being” or “spirit in which one does a
certain action” (Howells, 2014, p. 3). This investigation of innermost attitude may help a
teacher in recognizing patterns of social relationships and intricacies of a leadership position.
These findings may be attributed to the famous “broaden-and-build” theory. The theory
states that gratitude instigates appreciation and thankfulness for others, which in turn
improve interpersonal relationships (Fredrickson, 2004; Wood et al., 2010). A thankful leader
is bound to acknowledge the work of subordinates, and hence, chances of appropriate reward
and recognition also increase. Findings could also be understood in the light of a find-remind-
and-bind theory of gratitude. According to the theory, gratitude strengthens the association
with others (Algoe and Stanton, 2012). “It suggests that experiences of gratitude enhance that
person’s perception of the benefactor and relationship for which they are grateful, by
reminding them of the positive qualities of that person and their relationship with them.
Subsequently, this helps bind or strengthen their relationship” (O’Connell et al., 2017, p. 2,439).
Based on the findings of the study, it may be proposed to initiate discussion and debates
on the inclusion of the attribute of gratitude in the trait theory of leadership, especially for
teacher leadership. Although it’s too premature to conclude, the study proposes to open a new
paradigm for further researches and explorations. Additionally, gratitude may be seen as an
important cog for the social exchange theory. A combined understanding of broaden-and-
build and social exchange theory explains the importance of gratitude in realizing the good
act done by another party. Other’s benevolent and kind acts may get unnoticed in the absence
of gratitude trait. Thus, gratitude may be proposed as a desirable trait for the success of these
theories.
Although empirical evidence of sufficiency and necessity of gratitude for teacher
leadership is found, this study is blemished by its temporality and small sample size
(161university teachers only). More researches with larger and diverse (different settings)
sample are required to conclusive elucidate the relationship between gratitude and
educational leadership. This study is also limited by single dimensional questionnaire of
gratitude (GQ-6). Future researchers may undergo intense treatment through exploring the
interrelationship between various facets of gratitude (like sense of abundance, social
appreciation) and academic leaders. Although multiple techniques are used in this study to
enhance the robustness of the results, the present study is based on self-reported instruments
and not on experimental ones. As experimental studies are quite common in the domain of
gratitude, future researchers may utilize any one or combination of above-discussed
gratitude interventions for more reliable results. Also, this study finds theoretical references
of operationalization of gratitude through social relationships. Future researchers may
investigate the mediating effect of these affiliated social variables.

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Corresponding author
Naval Garg can be contacted at: naval.garg@dtu.ac.in

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