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 Fulltekst i vitenarkiv.
• 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 Vis sammendrag

  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 Fulltekst i vitenarkiv.
• 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 Fulltekst i vitenarkiv.
• Brandmo, Christian; Bråten, Ivar & Schewe, Olav Engelbreth (2018). Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students. Social Psychology of Education.  ISSN 1381-2890.  22(1), s 43- 61 . doi: 10.1007/s11218-018-9461-y
• Bråten, Ivar; Brandmo, Christian & Kammerer, Yvonne (2018). A validation study of the Internet-specific Epistemic Justification Inventory with Norwegian preservice teachers. Journal of educational computing research.  ISSN 0735-6331.  57(4), s 877- 900 . doi: 10.1177/0735633118769438
• Nesje, Katrine; Brandmo, Christian & Berger, Jean-Louis (2018). Motivation to Become a Teacher: a Norwegian Validation of the Factors Influencing Teaching Choice Scale. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  62(6), s 813- 831 . doi: 10.1080/00313831.2017.1306804 Fulltekst i vitenarkiv.
• Stang Lund, Elisabeth; Bråten, Ivar; Brandmo, Christian; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue. Reading and writing.  ISSN 0922-4777.  32(2), s 335- 356 . doi: 10.1007/s11145-018-9868-z
• Brandmo, Christian & Aas, Marit (2017). Med skråblikk på ledelsesmodeller: «instructional» og «transformational» ledelse i norsk kontekst., I: Marit Aas & Jan Merok Paulsen (red.),  Ledelse i fremtidens skole.  Fagbokforlaget.  ISBN 978-82-450-2016-8.  Kapittel 3.  s 53 - 72
• Brandmo, Christian & Nesje, Katrine (2017). Factors motivating students to become secondary school teachers: Evidence from Norway, In Helen M. G. Watt; Paul W. Richardson & Kari Smith (ed.),  Global perspectives on teacher motivation.  Cambridge University Press.  ISBN 978-1-107-10498-3.  4.  s 94 - 124

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• 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).
• Brandmo, Christian; Bråten, Ivar & Schewe, Olav (2018). Predictors and mediators of test-anxiety among Norwegian students in upper secondary and higher education.
• Brandmo, Christian; Throndsen, Inger & Carlsten, Tone Cecilie (2018). Predictors of beginning teachers’ self-efficacy and job satisfaction.
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2018). Predictors of department heads’ motivation: The key role of relational trust in schools.
• Latini, Natalia; Anmarkrud, Øistein & Brandmo, Christian (2018). Exploring predictors of teacher efficacy for instructing dyslexic students in Internet reading.
• Brandmo, Christian; Bråten, Ivar & Strømsø, Helge Ivar (2017). Modeling relations between epistemic cognition, interest, and science knowledge across gender..
• Brandmo, Christian & Nesje, Katrine (2017). Family background as an antecedent of motivation to teach in Norway.
• Brandmo, Christian & Schewe, Olav (2017). Predictors of self-regulated learning in upper secondary and higher education.

Se alle arbeider i Cristin