The Relationship Between Teachers' Sense of Efficacy and Perceptions of Principal Instructional Leadership Behaviors in High Poverty Schools
The Relationship Between Teachers' Sense of Efficacy and Perceptions of Principal Instructional Leadership Behaviors in High Poverty Schools

Author: Tamela Horton

Publisher:

Published: 2013

Total Pages:

ISBN-13:

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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.

Assessing Instructional Leadership with the Principal Instructional Management Rating Scale
Assessing Instructional Leadership with the Principal Instructional Management Rating Scale

Author: Philip Hallinger

Publisher: Springer

Published: 2015-05-22

Total Pages: 210

ISBN-13: 3319155334

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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.

Collective Efficacy and Instructional Leadership: A Cross-sectional Study of Teachers' Perceptions
Collective Efficacy and Instructional Leadership: A Cross-sectional Study of Teachers' Perceptions

Author: Thomas J. Vari

Publisher:

Published: 2011

Total Pages:

ISBN-13:

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Collective teacher efficacy is a social construct in schools defined as teachers' sense of group effectiveness. This is a powerful construct whereby teachers' perceptions are a driving force for school culture and student achievement. This cross-sectional study used a quantitative approach to examine teachers' collective efficacy as it relates to their perceptions of supervisory practices. Correlational and predictive analyses were performed to analyze the degree of the relationship between collective efficacy and supervisory practices. Additionally, this study examined teachers' perceptions of strong instructional leadership as it relates to the instructional leadership strategies used by supervisors in 14 schools in one school district. The purpose of this study was to make clear statements for school leaders in regard to the strategies that are associated with teachers' perceptions of collective efficacy and teachers' perceptions of strong instructional leadership. The strategies studied for this report were using walkthroughs, using the clinical supervisory model, maintaining professional learning communities, and creating an overall environment to support teachers.

An Examination of the Relationship Among Principals' Leadership Styles, Principals' Sense of Efficacy, Teachers' Sense of Efficacy, Teachers' Perceptions of Principal Support, and Teachers' Years of Experience in Urban Georgia Elementary Schools
An Examination of the Relationship Among Principals' Leadership Styles, Principals' Sense of Efficacy, Teachers' Sense of Efficacy, Teachers' Perceptions of Principal Support, and Teachers' Years of Experience in Urban Georgia Elementary Schools

Author: Christina Sherard

Publisher:

Published: 2016

Total Pages: 222

ISBN-13:

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The study, "An Examination of the Relationship Among Principals' Leadership Styles, Principals' Sense of Efficacy, Teachers' Sense of Efficacy' Teachers' Perceptions of Principal Support, and Teachers' Years of Experience in Urban Georgia Elementary Schools," was designed to examine the factors impacting the efficacy of principals and teachers in urban elementary schools as related to different leadership styles, novice and experienced teachers and level of readiness versus leadership style. Based on social learning and motivational theories concerning leadership and efficacy, the theories were significant in identifying characteristics of leadership styles, level of readiness, and the sense of efficacy for principals and teachers. The study utilizes a non-experimental quantitative design employing both a descriptive and inferential analysis. Data were acquired from principals and teachers in two urban school systems in Georgia through the Teacher Sense of Efficacy Scale, Principal Sense of Efficacy Scale, Leadership Styles Questionnaire and the Teacher's Perception of Principal Support Questionnaire. Of the four research questions posed in this body of research, research question one indicated no significant difference in principal self-efficacy by leadership style. The remaining research questions noted a significant correlation between teachers' self-efficacy and perceptions of principal support. A statistical significance suggested a difference between the sense of efficacy of principals and teachers as well as a difference in the sense of efficacy of teachers based upon years of experience.

Principal Self-efficacy, Teacher Perceptions of Principal Performance, and Teacher Job Satisfaction
Principal Self-efficacy, Teacher Perceptions of Principal Performance, and Teacher Job Satisfaction

Author: Molly Lynn Evans

Publisher:

Published: 2016

Total Pages: 176

ISBN-13:

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In public schools, the principal's role is of paramount importance in influencing teachers to excel and to keep their job satisfaction high. The self-efficacy of leaders is an important characteristic of leadership, but this issue has not been extensively explored in school principals. Using internet-based questionnaires, this study obtained scores on the self-report Principal Sense of Efficacy Scale, including areas of management, instructional, and moral leadership, of 50 elementary, middle, and high school principals in Arizona. These scores were compared to their teachers' perceptions of their leadership (N = 1403 across the 50 schools), using the Leadership Behavior Survey, including subscales on human relations, trust/decision making, instructional leadership, control, and conflict. Teachers reported intrinsic and extrinsic job satisfaction on the Minnesota Satisfaction Questionnaire. As hypothesized, teacher job satisfaction was strongly related to perceptions of their principal's leadership in all areas (total satisfaction ©7 overall perception: r = .645, p

Actions of the Principal
Actions of the Principal

Author: Amanda Maslen Conner

Publisher:

Published: 2022

Total Pages: 0

ISBN-13:

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Classroom teachers are a significant influence on student achievement. Numerous studies indicate that teacher motivation and self-efficacy influence their effectiveness in the classroom. Furthermore, studies indicate that the leadership behaviors of the principal can influence the school culture and have a direct impact on teacher motivation and self-efficacy. This study sought to determine if a relationship exists between certain behaviors of administrators and a teacher's self-efficacy and motivation. The study used a correlational design using The Teacher Motivation & Job Satisfaction Survey (TMJSS), The Teachers’ Sense of Efficacy Scale (TSES), and the Leadership Practices Inventory (LPI). There were 72 high school certified teachers within the First District RESA in south Georgia who participated in this study. Results of a multiple regression analysis suggested that there was a significant predictive relationship between the combination of leadership behaviors and teacher motivation. However, the results suggested that there was not a significant predictive relationship between the combination of leadership behaviors and teacher self-efficacy. Future research recommendations include replication studies in other high schools and focus on separating specific leadership behaviors that showed the most influence, such as model the way, inspire a shared vision, and enable others to act.

Collective Efficacy
Collective Efficacy

Author: Jenni Donohoo

Publisher: Corwin Press

Published: 2016-10-21

Total Pages: 164

ISBN-13: 1506356532

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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