Principals' perceptions of their leadership efficacy play an important role in the success of the buildings they lead. This study was designed to contribute to the body of educational leadership literature pertaining to principal self-efficacy (PSE), thus informing principals and central office administrators of the importance of PSE. Thus far, research dealing with principal self-efficacy (PSE) has relied heavily on self-reporting. Therefore, the first research question explored the relationship between self-reported PSE ratings and the principals' efficacy ratings and predicted PSE by their teachers. The second research question explored whether or not there is any value in enhancing PSE across the three leadership realms explored: instructional, managerial, and moral leadership tasks. The Principal Sense of Efficacy Scale (PSES), an instrument developed by Tschannen-Moran and Gareis (2004) to measure principals' self-reported leadership efficacy, was administered to a stratified random sample of principals and teachers across the state of Ohio. Demographic variables of race, gender, building level, district typology, and years of service, overall and in current position, were collected. Performance Index (PI) and school building student enrollment data were also collected. Results were analyzed using SPSS Version 18 to compute descriptive and inferential statistics. Significant findings and implications for educational leaders were discussed.
This study investigated the relationship between high school principals' leadership style and teacher efficacy. A mixed method study was conducted using an online survey of current public high school teachers in southeastern Michigan. The quantitative portions of the survey consisted of the Teachers' Sense of Efficacy Scale TES, short form (Tschannen-Moran & Woolfolk-Hoy, 2001) and the Multifactor Leadership Questionnaire (Avolio & Bass, 2004). Investigation of correlations, if any, were calculated by using Pearson's "r" to understand the aspects of a transformational leadership style that were correlated to high teacher self-efficacy. A factor analysis and reliability investigation indicated that the data generated with the chosen instruments was highly reliable for measuring principals' leadership style and teacher efficacy. Finally, in the qualitative part of the survey, study participants provided answers to an open-ended question about the single most negative factor impacting teacher self-efficacy in today's schools. All teachers' self-efficacy mean scores on a Likert-type scale of 1 to 5 on the Teachers' Sense of Efficacy Scale (TES), short form, ranged from 3.25 to 5, indicating relatively high to high sense of self-efficacy. There were no participants whose self-efficacy mean scores ranged from 1 and>3.25, indicating a relatively low to low self-efficacy rating. Weak to moderate positive correlations were found between teachers with relatively high to high self-efficacy ratings and principals who have transformational leadership styles, especially the characteristic of Intellectual Stimulation. Because all teachers rated their sense of self-efficacy to be relatively high to high, and with no data available to compare relatively low to low scores and principals' leadership style, the data regarding the existence of a relationship between the variables was inconclusive, and the null hypothesis was accepted. No significant relationship exists between high school principals' leadership styles and teacher self-efficacy. In the qualitative portion of the survey instrument, teachers responded to an open-ended question about negative impacts on their sense of efficacy in schools. Comments were analyzed and grouped into themes that included governmental mandates, regulations, and budget cuts; quality of school administration; and parent and community perceptions of education. In general, teachers want to feel valued by parents, the community and the public; they look to their principals for support, guidance, consistency, and acknowledgement. Finally, the mandates and legislative changes that have taken place in Michigan have had a negative impact on teachers' self-efficacy. These responses provided greater understanding of the opinions of the teacher participants in this study. The results of this study have implications for leadership at the district and building level. Building principals who have a transformational leadership style are more likely to foster teachers with high self-efficacy ratings; this, in turn, creates an environment for higher levels of student achievement. It is important that district-level leaders hire transformational leaders and encourage such approaches in existing principals through focused professional development. This study's results have implications for principal preparation programs, encouraging courses that support the development of transformational leadership skills and recognizing the research-based connection to leadership style and high teacher self-efficacy.
This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
The purpose of this study was to examine the relationship between teacher perceived principal instructional leadership behaviors and teacher self-efficacy in high poverty schools. Data on these variables was gathered using the Teachers' Sense of Efficacy Scale (Tschannen-Moran, 2001) and the Principal Instructional Management Rating Scale (Hallinger, 2011). The study also explored the relationship between teacher self-efficacy and years of experience. Hierarchical multiple regression and correlation analysis was used to explore the relationship between the variables. The study found a significant relationship between teacher perceived principal instructional leadership behaviors and teacher self-efficacy. Of particular note was the repeated observation that the self-efficacy of teachers in high poverty schools can be supported through principal's framing and sharing the campus goals.
This study investigated the self-efficacy (also often referred to as self-confidence) of principals as determined by school administrator certification credentials and teaching endorsements at low performing middle schools in Mississippi. In educational literature, the term “self-confidence” is often referred to under the nomenclature of self-efficacy. In the context of an educational environment, self-efficacy pertains to a principal’s capability to organize and execute courses of action required in leading and managing a school. Successful school management requires a leader who is task oriented, consistently stays focused, employs effective strategies, and utilizes managerial skills. The investigation focused on the self-efficacy, as determined by credentials and endorsements, of the principals charged with leading and managing the 24 Mississippi middle schools that received Mississippi Department of Education accountability ratings of "D" or "F" in relation to student academic performance. The overall research question that guided the investigation asked: Did the self-efficacy of the principals charged with leading and managing the 24 Mississippi middle schools that received low accountability scores suggest any connection to the ratings? Based on the findings of the investigation, it may be concluded that the self-efficacy of the principals charged with leading and managing the middle schools that received low accountability scores didn't appear to have any connection to the ratings. Also, neither the principals' certification credential levels nor teaching endorsements appeared to be factors.
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Improve student outcomes with collective teacher efficacy. If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)—the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement by sharing: Rationale and sources for establishing CE Conditions and leadership practices for CE to flourish Professional learning structures/protocols
This quantitative study investigated elementary school principals' self-efficacy beliefs, goal expectations of student achievement and their impact on student achievement. To achieve this objective 205 elementary principals completed an electronic survey. The survey consisted of two parts, the Principal Self-Efficacy Survey (Tchannen-Moran & Garies, 2004), and a demographic questionnaire. A modified version of Bandura's social cognitive theory (1977) was the lens used to conceptualize this study. In this framework self-efficacy beliefs and goal expectations were considered to act independently of one another (Pajares, 1996) in reference to actual outcomes. Completed data sets were analyzed by descriptive statistics, t --tests, ANOVA analyses, correlations and regression. An examination of the principals' composite self-efficacy score alongside the separate subscales of principal self-efficacy (Instructional Leadership, Moral Leadership, and Management) reveals principals use more of the moral dimension of efficacy in their work. Both males and females perceive higher moral leadership than other subscales or composite. With more experience principals demonstrate higher levels of self-efficacy. Additional educational attainment also coincides with greater efficacy. Urban principals showed higher levels of self-efficacy, while unit school districts principals demonstrated higher levels efficacy than elementary school district principals. This study also revealed principals in schools with the lowest free and reduced lunch student population showed the highest averages of self-efficacy. ANOVA analyses and t -- test revealed a significant difference for gender, school type, level of education, school location, and principal expected PARCC 2016 composite scores and actual PARCC 2016 composite scores. Correlation analysis revealed significant relationships among the self-efficacy composite score, all subscale scores, and actual PARCC 2016 composite scores. Stronger correlations exist between principal expected outcomes of student achievement and actual student achievement than principal self-efficacy expectations and student achievement. Regression analysis revealed principal self-efficacy and expected outcomes contributed to 11% of the variance in actual PARCC 2016 composite scores, but the significant variable was the expected PARCC 2016 composite. These findings suggest principal self-efficacy and expected outcomes act independently of one another, and a principal's sense of moral Leadership influences their leadership more so than their sense of instructional leadership or management. More research in the area of expected outcomes and the influence of moral leadership is recommended as a result of this study.
