Christian Brandmo

• Brandmo, Christian; Aas, Marit; Colbjørnsen, Tor & Olsen, Rolf (2019). Group coaching that promotes self-Efficacy and role clarity among school leaders. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  s 1- 17 . doi: 10.1080/00313831.2019.1659406 Full text in Research Archive.
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2019). Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership. International Journal of Leadership in Education.  ISSN 1360-3124.  s 1- 20 . doi: 10.1080/13603124.2019.1580773 Full text in Research Archive. Show summary

  Department heads are increasingly responsible for instructional leadership. Therefore, it is important to understand the antecedents of self-efficacy in their work, which can motivate them to increase their leadership efforts. Our theoretical model depends on principals’ feedback for department heads, department heads’ trust in their principals, and perceptions of time pressure. We argue that the relational trust between department heads and principals creates social exchanges that catalyze department heads’ self-efficacy in instructional leadership, perceived job autonomy, and perceived role clarity. We explored our theoretical model using structural equation modeling of cross-sectional survey data completed anonymously by department heads. We found that effective feedbackbased school leadership is positively related to department heads’ self-efficacy and perceptions of job autonomy and role clarity, with relational trust between the principal and department heads playing a key role. Time pressure is also positively associated with department heads’ mentoring self-efficacy. This study fills a gap in the literature and contributes to the field of leadership in learning by explaining the various antecedents to department heads’ selfefficacy, perceived job autonomy, and role clarity.

• Tiplic, Dijana; Elstad, Eyvind; Brandmo, Christian; Steingrímsdóttir, María & Engilbertsson, Guðmundur (2019). Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2019.1616611
• Aas, Marit & Brandmo, Christian (2018). Assessment results for transforming practice: School leaders’ role.. Nordic Studies in Education.  ISSN 1891-5914.  38(2), s 174- 193 . doi: 10.18261/issn.1891-5949-2018-02-06 Full text in Research Archive.
• Brandmo, Christian & Bråten, Ivar (2018). Investigating relations between beliefs about justification for knowing,interest, and knowledge across two socio-scientific topics. Learning and Individual Differences.  ISSN 1041-6080.  62, s 89- 97 . doi: 10.1016/j.lindif.2018.01.010 Full text in Research Archive.

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• Brandmo, Christian & Bråten, Ivar (2020). Measuring internet-specific reading motivation and engagement [Roundtable Session].
• Brandmo, Christian; Panadero, Ernesto & Hopfenbeck, Therese Nerheim (2020). Bridging classroom assessment and self-regulated learning. Assessment in education: Principles, Policy & Practice.  ISSN 0969-594X.  47(4), s 319- 331 . doi: 10.1080/0969594X.2020.1803589
• Brandmo, Christian; Anmarkrud, Øistein & Latini, Natalia (2019). Antecedents of teacher efficacy and instructional practice in Internet reading for dyslexic students.
• Niemivirta, Markku; Brandmo, Christian; Kolić Vehovec, S; Pahljina-Reinic, R & Roncevic Zubkovic, B (2019). Similarities and differences in the patterning of achievement goal orientations: A cross-cultural comparison.
• Brandmo, Christian; Bråten, Ivar & Kammerer, Yvonne (2018). A validation study of the Internet-Specific Epistemic Justification Inventory (ISEJ).

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