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Teachers Perceptions Of Their Self Efficacy And Effects Of Principal Leadership Practices On Self Efficacy Beliefs In Low And High Performing Elementary Schools In South Carolina
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Book Synopsis Teachers' Perceptions of Their Self-efficacy and Effects of Principal Leadership Practices on Self-efficacy Beliefs in Low and High-performing Elementary Schools in South Carolina by : Monica L. Simmons
Download or read book Teachers' Perceptions of Their Self-efficacy and Effects of Principal Leadership Practices on Self-efficacy Beliefs in Low and High-performing Elementary Schools in South Carolina written by Monica L. Simmons and published by . This book was released on 2013 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Balanced Leadership by : Sheryl Boris-Schacter
Download or read book Balanced Leadership written by Sheryl Boris-Schacter and published by Teachers College Press. This book was released on 2006 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Alarmed by mounting evidence of a national shortage of qualified and willing principals, the authors surveyed or interviewed over 200 school principals from across the country to find out why so many are leaving the profession and how those who stay manage their work. They discovered that regardless of a principal's race, gender, school level, geographic region, or tenure, there was a remarkable consistency in the challenges identified and suggestions given for revamping the role of the American principal. Featuring stories shared by practicing principals, this timely volume: offers fresh insights on ways to both attract and retain good principals; shows how successful principals reconcile their expectations and hopes with the realities and disappointments encountered in their work; examines issues common to all principals, such as time management, staff evaluations, keeping the focus on instruction, community expectations, and pursuing a balanced life; presents strategies that principals have used to make their role more effective and more attractive; and provides practical ideas for coping with the present and envisioning the future, including alternative principal models.
Book Synopsis Principal Self-efficacy Beliefs and Student Achievement by :
Download or read book Principal Self-efficacy Beliefs and Student Achievement written by and published by . This book was released on 2010 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research suggests that principals exercise a measurable effect on school effectiveness. Although indirect, this effect is significant and supports the view that principal's leadership contributes to student achievement. Achieving expected goals is particularly difficult for schools serving large concentrations of students who are living in poverty, have limited English proficiency, and have persistently low academic achievement. These schools require principals who, in the midst of challenges and intense scrutiny, remain confident in their ability to overcome challenges, set direction, develop capacity, and implement structures that support effective teaching and learning. Self-efficacy beliefs are a key cognitive factor influencing principals' leadership behaviors in complex school environments. The purpose of this research was to investigate the relationship between principals' self-efficacy beliefs and student achievement as measured by gains in API scores. In addition, the study examined the factors that influence principals' self-efficacy perceptions. Elementary school principals serving Title I schools in California were the unit of study. This investigation employed a mixed-method sequential explanatory design. The first, quantitative phase, addressed two research questions: whether principals' self-efficacy predicted gains in API and whether personal and school demographic variables predicted principals' self efficacy beliefs. The qualitative phase sought explanations to the quantitative findings. This research found that principals' self-efficacy perceptions were predictive of gains in API. Among the demographic variables, PI status had a negative effect on principals' self-efficacy beliefs. Principals in the sample had their efficacy beliefs strengthened as a result of performance accomplishment and relationships with mentors. These findings are consistent with theory and research and underscore the importance of considering social cognitive theories in the study of principal leadership. They also suggest important implications for district leaders and others responsible for developing and supporting principals. Implications for further research are discussed.
Book Synopsis Examining the Perceptions and Sources of the Self-efficacy Beliefs of Principals of High-achieving Elementary Schools by : James John Virga
Download or read book Examining the Perceptions and Sources of the Self-efficacy Beliefs of Principals of High-achieving Elementary Schools written by James John Virga and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: School principals have a significant impact on the academic achievement of their students (Leithwood et al., 2004; Marzano et al., 2005). This important responsibility is magnified by the fact that principals have a job that is increasingly complex and demanding (Copland, 2001; West et al., 2010). Recently, researchers and educators have voiced concern over whether current programs for principal preparation are sufficient to prepare school leaders for their challenging jobs (Hess & Kelly, 2005, 2007). When individuals are dealing with demanding circumstances, such as those encountered in a stressful job with high accountability, the self-efficacy beliefs of the individuals involved are a key factor in performance and success. Research is needed to better understand the self-efficacy beliefs of schools principals, especially how these beliefs are formed and sustained through professional development experiences. This mixed-methods study focused on the perceptions and sources of the self-efficacy beliefs of elementary school principals whose schools had demonstrated high levels of student achievement in comparison to similar schools. In the quantitative phase of the study, 40 high-achieving elementary schools were identified through analysis of state assessment data. All 40 schools were from a single school district in the mid-Atlantic United States, which had a history of structured leadership development for aspiring principals. The principals of the schools were asked to complete the Principal Self-Efficacy Scale (PSES) (Tschannen-Moran & Gareis, 2004) and answer demographic questions. Analysis of the survey data did not find any statistically significant relationships between PSES scores and demographic factors. Then the researcher conducted interviews with six of the principals who had completed the PSES. Participants were selected based on their PSES scores and demographic data. The qualitative data confirmed that the principals derived their self-efficacy belie
Book Synopsis An Analysis of the Relationship Between Principal Self-efficacy and Collective Staff Efficacy in a Rural North Carolina School System by : Douglas R. Massengill
Download or read book An Analysis of the Relationship Between Principal Self-efficacy and Collective Staff Efficacy in a Rural North Carolina School System written by Douglas R. Massengill and published by . This book was released on 2018 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Self Perception of Leadership Efficacy of Elementary Principals and the Effects on Student Achievement by : Janet Moak
Download or read book The Self Perception of Leadership Efficacy of Elementary Principals and the Effects on Student Achievement written by Janet Moak and published by . This book was released on 2010 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a relationship existed between the perception of self-efficacy by elementary school principals and student achievement. One hundred twenty-three Missouri elementary principals completed the Principal Sense of Efficacy Scale (Tschannen-Moran & Gareis, 2004). MAP scores from spring 2009 testing were used to determine if a relationship existed between those scores and the perceived self-efficacy of principals. The self-efficacy scores were placed in three groups, low scores, moderate scores, and high scores based on the nine-point range for answers. Likewise, MAP scores were placed in two groups, based on the percentages of students scoring in the Advanced/Proficient levels on the MAP. The chi-square test of significance was used to compare frequencies occurring in each of the groups to determine if a relationship existed between the communication arts and math MAP scores and the perceived efficacy scores. There was no indication of a relationship between the MAP scores and the perceived efficacy scores of elementary principals. Eighty-six principals participated in instructional leadership professional development topics, however, no significant differences in the mean scores of perceived self-efficacy existed between this group filtered by professional development topics and the whole survey sample.
Book Synopsis Principals' Perception and Self-Efficacy: Addressing Achievement in a Post Annual Yearly Progress Environment by : John Staumont
Download or read book Principals' Perception and Self-Efficacy: Addressing Achievement in a Post Annual Yearly Progress Environment written by John Staumont and published by . This book was released on 2017 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract : Purpose. The purpose of this single-case study was to explore principals’ perceptions of self-efficacy beliefs as effective instructional leaders during a period of educational transition in a semiurban, unified school district in Southern California.Methodology. The researcher used exploratory case study, conducting semistructured, open-ended, interviews in private settings, eliciting principals’ self-efficacy perceptions. The researcher interviewed eight principals, elementary through high school, using a social constructivist interpretive framework.Findings. The theoretical framework was Bandura’s theories of agency, efficacy, and alignment to The Wallace Foundation’s research of effective leadership practices. The following eight broad areas indicate how principals’ self-efficacy impacts student achievement and how environment influences principals’ self-efficacy: This is significant change, having a process will help, collaborate to get the best ideas, data informs and has many formats, everything is new, principals need support too, principals maintain a vision, and determining meaningful feedback.Conclusions. This study led to recommendations supporting principal efficacy and aligning to The Wallace Foundation’s research on effective leadership practices, revealing the need for improving data-informed decision making, defining evidence-based classroom practices with monitoring and support, establishing external-internal teams to build leadership around effective practices, creating intradistrict principal networks fostering collaboration and growth, and developing multisource feedback instruments for evaluation and leadership development.Recommendations. Principal efficacy remains important based on the conclusions. Future research should explore structured principal learning networks’ impact on efficacy, relationships between new accountability models and principals’ self-efficacy, longitudinal impact on professional standards for educational leaders on efficacy, and relationships between efficacy and multisource evaluative feedback assessments.
Book Synopsis The Self-efficacy Beliefs of Secondary School Principals by : Mary Maureen Yates
Download or read book The Self-efficacy Beliefs of Secondary School Principals written by Mary Maureen Yates and published by . This book was released on 2015 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of my doctoral research was to address the question: "How do secondary school principals understand the relationship between beliefs of self-efficacy and their professional practice?" Bandura's (1986) social cognitive theory served as the analytical framework with his construct of self-efficacy being the subject of this work. "Perceived self-efficacy refers to beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments." (Bandura, 1997, p. 3) Nationally and internationally, the role of the principal has been cited as a critical factor in the improvement of student achievement and system accountability (Leithwood, 2008; Levin, 2010), and according to Bandura (1997), self-efficacy belief - the belief that people have in their ability to produce desired effects by their actions - is the most central and pervasive mechanism of human agency and is central to motivation and action. In Alberta, where there is a well-defined accountability framework, the Principal Quality Practice Guideline (2009) was designed to "be used as a basis for many activities including principal preparation and recruitment, principals' self-reflection and daily practice, principals' initial and ongoing professional growth and principal supervision, evaluation and practice review" (Alberta Education, February, 2009, p. 3). This draft document updated and currently titled The Professional Practice Competencies for School Leaders (March 11, 2011) details seven dimensions that are intended to be guidelines of school leader performance. As self-efficacy is related to individuals' persistence, analytical strategies, effort, aspiration or goal-setting, adaptability, organizational ability and success on tasks they perform, (Bandura, 1986; Gist & Mitchell, 1992 Green & Paglis, 2002; McCormick, 2001; Wood & Bandura, 1989), the value of the self-efficacy construct is one that will be critical as principals meet leadership expectations in Alberta schools as outlined by the Alberta School ii Act (Province of Alberta, 2000). My research assists to further understanding and knowledge of the self-efficacy of principals with particular interest in the areas of management, instructional leadership and moral leadership embodied within the seven leadership dimension of the Professional Practice Competencies for School Leaders (PPCSL). Deepening understanding of the construct of self-efficacy and its relation to principal efforts and skill may serve to create conditions that lend t to improvements in student achievement and growth. Within the Alberta context of high accountability, a principal's self-efficacy beliefs are of particular interest as a greater understanding of factors leading to effective principals, teams and schools may be illuminated through the study of self-efficacy. Within the case study methodology and employing a purposeful convenience sampling technique, six high school principals were interviewed over a two month period. Face-to-face interviews allowed for in-depth interviewing while ensuring a multiplicity of perspectives The Principal Sense of Efficacy Scale (PSES) created by Tschannen-Moran and Gareis (2004) was the survey tool utilized and basic demographic information was also collected. Data analysis and interpretations of the relationship between principal beliefs of self-efficacy and professional practice resulted in the overarching theme of "relationship" and four major sub-themes: Clarity of Vision; Strong Focus on Student Success; Dedication to Instructional Leadership; and Experience Matters. The results from this study will serve to add to the growing knowledge base with regards to factors that may influence principal self-efficacy and principal effectiveness. Based on research findings, this study concludes with implications and recommendations for theory along with policy and practice directed at institutions that develop teachers, at school systems and at schools, as well as possibilities for further research relative to school and school system leadership development and the importance of the construct of self-efficacy.
Book Synopsis The Impact of Principal Leadership on Teachers' Efficacy Perceptions by : Kimberly I. Minor
Download or read book The Impact of Principal Leadership on Teachers' Efficacy Perceptions written by Kimberly I. Minor and published by . This book was released on 2012 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of principal leadership characteristics and behaviors on teacher's perceptions of self and collective efficacy at three career stages. Forty-six teachers from six school buildings within a single southeastern Pennsylvania school district participated in the study. Multiple data collection instruments were utilized to provide qualitative data on teacher perceptions of personal and collective efficacy relative to their perceptions of their principal's leadership and their career stage. The researcher found that schools in which teachers had positive perceptions of their principal also exhibited stronger collective efficacy perceptions. The research also revealed that teachers' personal efficacy perceptions were sometimes situational and impacted directly through feedback from their principals and indirectly through their principals' leadership behaviors.
Book Synopsis The Relationship Between Teacher Efficacy and Principal Leadership Behaviors and Teacher Background Variables in Elementary Schools by : Susan E. Elliott
Download or read book The Relationship Between Teacher Efficacy and Principal Leadership Behaviors and Teacher Background Variables in Elementary Schools written by Susan E. Elliott and published by . This book was released on 2000 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison Study of Teacher Efficacy and Principal Leadership Behaviors at the Elementary and Middle School Levels by : Rodney Keith Ezell
Download or read book A Comparison Study of Teacher Efficacy and Principal Leadership Behaviors at the Elementary and Middle School Levels written by Rodney Keith Ezell and published by . This book was released on 2020 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The single most important factor for the success of a student in school is the teacher, yet many factors impact the teacher’s ability to do the job as effectively as possible. Data exists regarding the multiple influences that affect the teacher’s sense of self-efficacy, however, specific data regarding leadership behaviors is limited. Research shows that student achievement is affected by the teacher, therefore it is imperative to determine what leadership behaviors impact teacher efficacy the most. The purpose of this quantitative study was to explore the impact of principal behaviors on teacher efficacy. Also, the study sought to compare the derived results from elementary school data with that of middle school data to determine if a difference exists between principal behaviors and teacher efficacy at both levels. A multivariate multiple regression was used to analyze the findings. This method was used due to the multiple independent, as well as multiple dependent variables that exist within both measures; the Teacher Sense of Self Efficacy Scale Long Form and the Leadership Practices Inventory. The study found that there was no significant impact of principal behaviors on teacher efficacy for the participating school district. There was, however, a significant difference in the self-efficacy of elementary school and middle school teachers with regard to student engagement. While elementary teachers rated themselves relatively high in student engagement, middle school teachers rated themselves lower in their ability to engage students in learning. District leaders should consider professional development in building middle school efficacy in student engagement.
Book Synopsis Distributed Leadership by : Alma Harris
Download or read book Distributed Leadership written by Alma Harris and published by Springer Science & Business Media. This book was released on 2009-03-17 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Alma Harris The ?eld of school leadership is currently preoccupied with the idea of distributed leadership. Few ideas, it seems, have provoked as much attention, debate and c- troversy. Whatever your position on distributed leadership, and you cannot fail to have one, it is irrefutable that distributed leadership has become the leadership idea of the moment. Yet, it is an idea that can be traced back as far as the mid 20s and possibly earlier. So why the interest? Part of the answer can be found in a move away from theorizing and empirical enquiry focused on the single leader. This shift has undoubtedly been fuelled by structural changes, within schools and across school systems that have resulted in - ternative models or forms of leadership practice. Evidence highlights how those - cupying formal leadership positions are increasingly recognizing the limitations of existing structural arrangements to secure organizational growth and transformation (Fullan et al. , 2007; Harris et al. , 2008; Chapman et al. , 2008). As a consequence, many heads and principals are actively restructuring, realigning and redesigning leadership practice in their school (Harris, 2008). While the terminology to describe such changes varies, the core principle is one of extending or sharing leadership practice. While scholars have long argued for the need to move beyond those at the top of organizations in order to examine leadership (Barnard, 1968; Katz and Kahn, 1966) until relatively recently, much of the school leadership literature has tended tofocusupontheheadortheprincipal.
Book Synopsis The Impact of Sustained Professional Development for Principals on Their Perceived Self-efficacy and the Subsequent Impact of Their Levels of Self-efficacy on Their Actions as Building Leaders by : Douglas M. Silvernell
Download or read book The Impact of Sustained Professional Development for Principals on Their Perceived Self-efficacy and the Subsequent Impact of Their Levels of Self-efficacy on Their Actions as Building Leaders written by Douglas M. Silvernell and published by . This book was released on 2018 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the increasing emphasis on student achievement in the public school setting the development of building leadership is vitally important. As a school-based factor, principal leadership is second in its impact only to the effects of the classroom teacher (Leithwood, Louis, Anderson, & Wahlstrom, 2004; Darling-Hammond, Davis, LaPointe, and Meyerson, 2005; Leithwood and Jantzi, 2006; Bush, 2009). There has been recent emphasis on the redevelopment of standards of practice for building principals at both the national level with the Professional Standards for Educational Leaders (PSEL) developed by the National Policy Board for Educational Administration to replace the ISLLC standards (Council of Chief State School Officers, 2016). Additionally, the New York State Education Department empowered a panel entitled the Principal Project Advisory Team (New York State Department of Education, 2017) to develop recommendations for the department for the implementation of a new set of standards for principals based on research using these PSEL standards as a basis. The purpose of this correlational quantitative study was to explore the relationship between the participation of New York State middle-level principals in sustained professional development programs and their sense of self-efficacy in their roles as instructional leaders. Additionally, the relationship between the principals' perceived self-efficacy and the actions they take as leaders was explored through the lens of three of the twenty-one principal responsibilities outlined by Marzano, Waters, and McNulty (2005). The researcher utilized the Principal Self-Efficacy Scale to measure the perceived self-efficacy of middle-level principals in upstate New York. This scale was utilized with the permission of the developer, Dr. Tschannen-Moran (2004) (See Appendix D). Additionally, the researcher designed another series of questions to measure the levels to which these respondents were willing to challenge the status quo in their buildings and their willingness to engage in, and their knowledge of, the curriculum, instruction, and assessment practices in their buildings. The survey was sent to 766 middle-level principals in upstate New York with a 23% response rate. The results of this study did not demonstrate a relationship between a middle-level principal's participation in a sole program of sustained professional development (PD) and their levels of perceived self-efficacy. Neither did it demonstrate a relationship between participation in a third program of sustained PD. However, there was a statistically significant correlation between participation in a second program of sustained PD and a principal's self-efficacy. Additionally, the study was able to demonstrate a significant relationship between a principal's level of perceived self-efficacy and their willingness to challenge the status quo of instructional practices in their building, their willingness to engage in the curricular, instructional, and assessment practices in their buildings, and their knowledge of those practices in their buildings.
Book Synopsis Elementary Teachers' Perceptions on the Influence of Principals' Behaviors and Actions on School Culture, School Climate, and Teacher Self-efficacy by : Natalie R. Neopolitano-Salmon
Download or read book Elementary Teachers' Perceptions on the Influence of Principals' Behaviors and Actions on School Culture, School Climate, and Teacher Self-efficacy written by Natalie R. Neopolitano-Salmon and published by . This book was released on 2019 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of teachers regarding the influence of the actions and behaviors of principals that impact school culture, school climate, and teacher self-efficacy. Sixty-five elementary public school teachers of grades kindergarten through fifth grade, across all subject and content areas, participated in this study. Data were collected through the use of online surveys as well as interviews with a limited number of participants. The results suggested the participating teachers agreed that particular aspects of a principal's actions and behaviors have an impact on school culture, school climate, and teacher self-efficacy. Particularly, the results of this study revealed that the aspects of support from the principal, trust among stakeholders, along with mutual respect among all, contribute to a positive school environment. Since this study was focused on three particular public school districts in southeastern Pennsylvania, the perceptions of the participants of this study may not be generalized to all teachers in elementary education. However, the impact of actions and behaviors of principals on school culture, school climate, and teacher self-efficacy was supported by research, which may prove beneficial to current and future educators.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
