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The Relationship Of Elementary School Principals Perceptions Of Self Efficacy And Student Achievement
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Book Synopsis The Relationship of Elementary School Principals' Perceptions of Self-efficacy and Student Achievement by : Rosalyn Lehman
Download or read book The Relationship of Elementary School Principals' Perceptions of Self-efficacy and Student Achievement written by Rosalyn Lehman and published by . This book was released on 2007 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Principal Self-Efficacy Scale (PSES) developed by Tschannen-Moran & Gareis (2004) was mailed to the entire population of 1,124 elementary school principals in Wisconsin. The data for reading achievement were taken from the Wisconsin Knowledge and Concept Exam (WKCE) for all fifth-grade students tested during the 2005-2006 school year. The reading achievement scores, school, and principal demographic data were obtained from the Wisconsin Department of Public Instruction (DPI) website.
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 Exploring the Relationship Between the Principal's Self-efficacy, School Climate, and Student Achievement at the Middle Level by : Franklin W. Reese
Download or read book Exploring the Relationship Between the Principal's Self-efficacy, School Climate, and Student Achievement at the Middle Level written by Franklin W. Reese and published by . This book was released on 2014 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: School principals are assumed to possess strong self-efficacy perceptions, however heightened demands and increased accountability have changed the principals' role in schools. As a result, some principals have claimed that the position has become too complex and stressful. These conditions have caused a growing number of building principals to question their ability to be successful school leaders. The purpose of this study was to examine the relationship between the self-efficacy perceptions of middle school principals, the climate of their schools, and the achievement of their students. The participating volunteers involved in the study included building principals and faculty members from four middle schools located in southeastern Pennsylvania. Data were collected and triangulated by utilizing a principal self-efficacy survey, a school climate index, researcher developed open-ended and interview questions, as well as the schools' recent three-year average of the PSSA results in mathematics and reading. Findings from this study indicated that principals held moderately strong self-efficacy perceptions and reported that time and experience were key factors in helping them develop necessary skills and abilities. Principals believed that their role has become more demanding, time-consuming, and managerial which has hindered their instructional leadership opportunities. While the data provided some evidence to suggest that principals' self-efficacy may have a positive influence on students' PSSA proficiency, this determination remains inconclusive due to a number of potential limitations identified in the study. Data revealed little correlation between the principals' self-efficacy and school climate conditions.
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 Catholic School Principals' Perception of Their Self-efficacy and Its Relationship to Student Achievement by : Frank N. Green
Download or read book Catholic School Principals' Perception of Their Self-efficacy and Its Relationship to Student Achievement written by Frank N. Green and published by . This book was released on 2008 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Principal Effectiveness by : Genniver Carol Bell
Download or read book Principal Effectiveness written by Genniver Carol Bell and published by . This book was released on 1990 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Investigation of Elementary School Principals' Self-efficacy Beliefs, Their Goal Expectations of Student Achievement, and Their Impact on Student Achievement by : Paul D. Schrik (Sr.)
Download or read book An Investigation of Elementary School Principals' Self-efficacy Beliefs, Their Goal Expectations of Student Achievement, and Their Impact on Student Achievement written by Paul D. Schrik (Sr.) and published by . This book was released on 2017 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Elementary Teacher Perceptions of Principal Leadership, Teacher Self-efficacy in Math and Science, and Their Relationships to Student Academic Achievement by : Bertha Cookie Richard
Download or read book Elementary Teacher Perceptions of Principal Leadership, Teacher Self-efficacy in Math and Science, and Their Relationships to Student Academic Achievement written by Bertha Cookie Richard and published by . This book was released on 2013 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Principal's Sense of Self-efficacy in an Age of Accountability by : Andrés Peter Santamaría
Download or read book A Principal's Sense of Self-efficacy in an Age of Accountability written by Andrés Peter Santamaría and published by . This book was released on 2008 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its inception in 2001, No Child Left Behind (NCLB) has created a high stakes accountability climate by setting federal mandates for increasing levels of student achievement in the Kindergarten through twelfth grade (K - 12) public education arena. Consequently, schools and their Local Education Agencies (LEAs) failing to meet Adequate Yearly Progress (AYP) guidelines are subject to progressive levels of corrective action. Given this high stakes accountability climate, the role of school leadership takes on an even greater importance. As a result, educational leadership scholars continue to conduct numerous studies on the impact of leadership practices on school success. While these studies have been critical in identifying effective, research-based leadership practices, they have largely ignored the importance of the principal's sense of self-efficacy, which research suggests is fundamental for successfully implementing these practices. Utilizing Bandura's (1977) triadic reciprocal causation model rooted in social cognitive theory, this study explored the relationship between principals' perceptions of their levels of self-efficacy and environmental influences, such as Program Improvement. Within this quantitative study, I hypothesized that federal sanctions under NCLB would have an inverse relationship with a principal's own leadership beliefs. This central hypothesis was tested on a statewide sample of California Title I K - 12 public school principals. Results of statistical analysis indicated there to be a significant difference between the means of efficacy for principals of schools in Program Improvement (M=7.0, SD=1.07, effect size=.025) and those not in Program Improvement (M=7.3, SD=.89, effect size=.025). Two other hypotheses related to Program Improvement and other personal and school-level demographic variables were also tested and yielded significant findings. Furthermore, implications are offered for future research, policy, and practice.
Book Synopsis The Relationship Between the Supportive Principal Behavior Dimension and Teachers’ Perceptions of Self-efficacy in Rural Schools by : Elizabeth Holliday Lackey
Download or read book The Relationship Between the Supportive Principal Behavior Dimension and Teachers’ Perceptions of Self-efficacy in Rural Schools written by Elizabeth Holliday Lackey and published by . This book was released on 2019 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher focused on the principal behavior dimensions that principals exhibited in interactions with staff members and the relationship those behaviors had on teachers’ sense of self-efficacy in rural schools. In this study, the researcher surveyed 96 rural elementary school teachers in a southeastern state to examine the relationship between the principal behavior dimensions using the Organizational Climate Description Questionnaire-Revised for Elementary Schools and teachers’ sense of self-efficacy using the Teacher Sense of Efficacy Scale. The researcher used a Pearson r to analyze the results of three research questions related to the relationship between the supportive principal behavior dimensions and teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management. The researcher identified that the supportive principal behavior dimensions indicated a significant relationship with teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management.
Book Synopsis The Relationship Among Collective Efficacy, Student Socioeconomic Status, and Elementary School Principal Responsibilities by : George E. Manthey
Download or read book The Relationship Among Collective Efficacy, Student Socioeconomic Status, and Elementary School Principal Responsibilities written by George E. Manthey and published by . This book was released on 2008 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Examination of High School Principals' Perceived Self Efficacy and Student Achievement by : Avis Denise Agunbiade
Download or read book An Examination of High School Principals' Perceived Self Efficacy and Student Achievement written by Avis Denise Agunbiade and published by . This book was released on 2015 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship between principals' self-efficacy and student achievement. Achievement was measured by the State of Texas Assessments of Academic Readiness (STAAR®) end-of-course (EOC) exam for 10th grade English Language Arts (ELA) and self-efficacy was assessed by the School Administrator Efficacy scale (SAES) developed by McCollum, Kajs, and Minter (2006). Research articulates the self-efficacy beliefs of the principal within the context of expected job tasks. Research substantiates that when a principal’s efficacy is high, he or she can have a positive impact on student achievement. Focusing on the implications of the Texas accountability system as a means of defining student achievement and an assessment instrument of principals’ self-efficacy, the researcher sought to examine the relationship between principals’ self-efficacy and student achievement within this quantitative study. Data was collected using a proportionally stratified random sampling of Texas public high school principals divided into subpopulations by the 20 Education Service Center regional areas. Participating principals (N = 70) completed an online survey for the SAES. A multiple regression analysis was performed to investigate a linear relationship between the SAES constructs and STAAR® EOC 10th grade ELA exam. Results of this study did not reveal a significant relationship between the SAES constructs and student achievement. The low amount of prediction value of all of the predictor variables combined did not warrant further investigation of the contributions of individual predictors.
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 Elementary Principals' Perceptions of the Relationship Between a Teacher Appraisal System and Student Achievement by : Jilliane Christina Raphiel
Download or read book Elementary Principals' Perceptions of the Relationship Between a Teacher Appraisal System and Student Achievement written by Jilliane Christina Raphiel and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the nation, teacher appraisal systems are being revamped to serve the primary purpose of supporting and developing teachers, regardless of experience. To what degree a principal believes the instructional criteria within the appraisal system are valid influencers on student achievement may be key in developing teachers at all levels of effectiveness to cultivate student achievement that can lead to higher performing schools. The purpose of this study was to identify what principals at highly effective elementary school campuses valued as the key instructional criteria in a teacher appraisal system. The outcome of this study can greatly impact the development, hiring, and transitioning of teachers at any school. By using the value-added model to identify effective schools, this study focused on the perception of principals of elementary campuses that are able to accelerate students, regardless of any perceived learning barriers. Data was collected through a qualitative approach, using descriptive statistics in the form of charts, tables, and graphs to identify trends. A survey and follow-up interviews were administered to elementary school principals currently leading schools within the top 25% of value-added achievement in a large urban school district in the southern United States. The study determined that while the appraisal instrument encompasses several instructional criteria that principals clearly perceived as impacting student achievement, the instrument serves as a springboard into additional best practices. Open-ended survey responses and interviews determined additional instructional criteria that principals perceived as having an impact on student achievement and their plans to ensure that they continue to add value to all students as accountability rapidly increases.
Book Synopsis The Self-Efficacy of Elementary/Middle Level Catholic School Principals Regarding Major Roles and Responsibilities by : Karen M. Swoboda
Download or read book The Self-Efficacy of Elementary/Middle Level Catholic School Principals Regarding Major Roles and Responsibilities written by Karen M. Swoboda and published by . This book was released on 2015 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to assess the leadership self-efficacy of elementary/middle level principals of Catholic schools in Southern New England. It examined their perceived competence in relationship to various aspects of their role and responsibilities as principal as outlined in professional standards. By studying the self-efficacy of current principals, insight into key issues for formation and retention of educational leaders emerged (Eberhard, 2013). This study used a two-phase, mixed methods sequential explanatory design. In the first phase, a questionnaire designed to measure self-efficacy of school leaders in terms of their major role and responsibilities provided quantitative data for elementary/middle level principals of Catholic schools in five dioceses. In the second phase, expert interviews were conducted to obtain insight into their perceptions of self-efficacy and the role dimensions (Creswell, 2009; Creswell & Plano Clark, 2011). The research questions that guided this study were: What are the levels of self-efficacy regarding their leadership roles and responsibilities among elementary/middle Catholic school principals? Is there a relationship between elementary/middle Catholic school principals’ self-efficacy regarding their leadership roles and responsibilities and a number of leadership preparation/academic experience variables? What do elementary/middle Catholic school principals perceive to contribute to their success as administrators in a Catholic school setting? What roadblocks to success and effectiveness do they report in terms of their overall preparation and experience relating to the work? ^ Quantitative data (N=36) were collected using an on-line questionnaire measuring self-efficacy on nine dimensions (5-point Likert scale; Not Very Confident-Very Confident). Qualitative data were collected using interviews (N=6) with survey respondents who agreed to participate in the second phase of this study. Highest means were reported in communications (
