Examining the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy

2018 ◽  
Vol 32 (4) ◽  
pp. 550-567 ◽  
Author(s):  
Ramazan Cansoy ◽  
Hanifi Parlar
Keyword(s):  
Teacher Efficacy ◽  
School Leadership ◽  
Self Efficacy ◽  
School Principals ◽  
Leadership Behaviors ◽  
Collective Teacher Efficacy ◽  
Effective School ◽  
Content Type ◽  
Effective School Leadership ◽  
Teacher Self Efficacy

PurposeThe purpose of this paper is to examine the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy.Design/methodology/approachThe participants were a total of 427 teachers working in elementary, middle, and high schools located in the Cekmekoy district of Istanbul. The data were gathered through the “Effective School Leadership Scale,” the “Teacher Self-Efficacy Scale,” and the “Collective Efficacy Scale.” Arithmetic mean, Pearson product-moment correlation coefficient, and multiple linear regression analysis were used in the data analysis.FindingsThe results revealed positive and significant relationships between school leadership, teacher self-efficacy, and collective teacher efficacy. In addition, effective school leadership behaviors and teacher self-efficacy perceptions were found to be positive and significant predictors of collective teacher efficacy perceptions.Originality/valueSchool principals can implement practices to enhance teachers’ competence, to make them feel more effective and competent as a group. In this sense, teachers who do not feel competent can be guided by those who have more experience in the profession. Additionally, opportunities through which they can experience success can be created for these teachers.

Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy

2016 ◽  
Vol 46 (1) ◽  
pp. 49-64 ◽  
Author(s):  
Stefan R Ninković ◽  
Olivera Č Knežević Florić
Keyword(s):  
Transformational Leadership ◽  
Teacher Efficacy ◽  
School Leadership ◽  
Collective Efficacy ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Collective Teacher Efficacy ◽  
Hierarchical Regression ◽  
Teacher Self Efficacy

Although scholars have acknowledged the role of collaborative relationships of teachers in improving the quality of instruction, teacher collective efficacy continues to be a neglected construct in educational research. The purpose of this paper is to explore the relations between transformational school leadership, teacher self-efficacy and perceived collective teacher efficacy, using a sample of 120 permanent secondary-school teachers in Serbia, whose average age was 42.5. The results of the hierarchical regression analysis showed that transformational school leadership and teacher self-efficacy were independent predictors of teacher collective efficacy. The research findings also showed that individually-focused transformational leadership contributed significantly to an explanation of collective efficiency after controlling specific predictor effects of group-focused dimensions of transformational leadership. It is argued that the results have a double meaning. First, this study expanded the understanding of the relationship between different dimensions of transformational school leadership and collective teacher efficacy. Second, a contribution of teacher self-efficacy to collective efficacy beliefs was established, confirming the assumptions of social cognitive theory on reciprocal causality between two types of perceived efficacy: individual and collective.

Teacher Self-Efficacy and Collective Teacher Efficacy

2020 ◽  
pp. 43-48
Author(s):  
Timothy D. Green ◽  
Loretta C. Donovan ◽  
Jody Peerless Green
Keyword(s):  
Teacher Efficacy ◽  
Self Efficacy ◽  
Collective Teacher Efficacy ◽  
Teacher Self Efficacy

Learning for principals: New Zealand secondary principals describe their reality

2019 ◽  
Vol 49 (1) ◽  
pp. 76-92 ◽  
Author(s):  
Brenda Service ◽  
Kate Thornton
Keyword(s):  
New Zealand ◽  
School Leadership ◽  
School Principals ◽  
Positive Impact ◽  
Secondary School Principals ◽  
Secondary Principals ◽  
Learning And Development ◽  
Effective School ◽  
Effective School Leadership ◽  
Zealand Secondary School

Effective school leadership is widely acknowledged as having a positive impact on student achievement. However, there appears to be no deliberate process to sustain New Zealand principals’ effectiveness throughout their careers. This article discusses the views of current and former New Zealand secondary school principals about their complex role and the support they believe would help them make sense of the role and its inherent challenges. The findings suggest that while principals develop tacit knowledge from learning on the job, they have little opportunity to engage in the critical reflection needed for ongoing learning and development. Their suggestions for systematic and mandated support are provided.

Systems school leadership: exploring an emerging construct

2014 ◽  
Vol 52 (6) ◽  
pp. 792-811 ◽  
Author(s):  
Haim Shaked ◽  
Chen Schechter
Keyword(s):  
School Leadership ◽  
Systems Thinking ◽  
School Principals ◽  
Structured Interviews ◽  
Effective School ◽  
Content Type ◽  
School Settings ◽  
Direct Observations ◽  
Educational Career ◽  
Principals Perceptions

Purpose – The purpose of this paper is to explore how effective school principals use systems thinking, aiming to present the systems school leadership (SSL) approach – an approach where principals lead schools through the systems thinking concept and procedures. Design/methodology/approach – Participants were 28 Israeli school principals, selected as outstanding leaders by recommendations from their superintendents and according to their schools’ achievements. The study employed semi-structured interviews as well as focus groups. Generating themes was an inductive process, grounded in the various perspectives articulated by participants. Findings – Data analysis generated four main characteristics of SSL: leading wholes; adopting a multidimensional view; influencing indirectly; and evaluating significance. Research limitations/implications – Further research that will explore to what extent and how often principals use systems thinking is required. In addition, replication in various educational contexts is important in order to substantiate the validity of the SSL's characteristics. Beyond principals’ perceptions, more objective measures like direct observations are needed to evaluate actual implementation of SSL in diverse school settings. Practical implications – Identifying the SSL characteristics facilitates the development of practical processes for nurturing SSL in various stages of school leaders’ educational career. Originality/value – This paper provides a useful conceptual and empirical framework to evaluate SSL as a managerial approach.

Collective Efficacy and Teacher Collective Efficacy

2020 ◽  
Author(s):  
Khaliza Saidin ◽  
Aizan Yaacob ◽  
Nurul Shahidah Ahmad Nasir
Keyword(s):  
Teacher Efficacy ◽  
Teacher Leadership ◽  
Student Performance ◽  
Collective Efficacy ◽  
Self Efficacy ◽  
Collective Teacher Efficacy ◽  
Research Trend ◽  
Positive Effects ◽  
Teacher Self Efficacy ◽  
The Relationship

Efficacy is a person’s degree of beliefs and confidence to implement a task and produce a positive change. Efficacy can be divided into two aspects, namely self-efficacy and collective efficacy. In the context of education, the focus of research on efficacy is on teacher self-efficacy and collective teacher efficacy. Teacher self-efficacy is teachers’ belief in their own ability to carry out a task in order to bring positive changes, while collective teacher efficacy is the shared belief of teachers from different backgrounds and competencies in their ability to achieve the same goal. Collective efficacy depends on teacher self-efficacy to create collective beliefs in ensuring the achievement of the school’s vision and mission. Studies on collective teacher efficacy have brought positive effects on student performance and achievement and become an indicator of student performance. However, the research trend has shifted to focus on the relationship between collective teacher efficacy and teacher leadership. It was found that collective teacher efficacy not only influenced student performance and achievement but also affected teacher leadership. In the Malaysian context, studies on collective teacher efficacy are still scarce and they mostly focused on demographic levels, factors affecting teacher collective efficacy, level of collective teacher efficacy and the relationship between collective teacher efficacy and student achievement. As teacher quality is an important factor in educational improvement, it is proposed that future studies in the Malaysian context emphasize the relationship between teacher collective efficacy and issues regarding teacher leadership as they eventually bring positive effects on students’ academic achievement. Therefore, more research is needed to address the role of teacher collective efficacy on teacher leadership in promoting quality of teaching and learning. A large scale radical improvement in the educational field is highly needed.

scholarly journals Research on Teacher Self-efficacy in Turkey: 2000-2017

2018 ◽  
Vol 8 (4) ◽  
pp. 133 ◽  
Author(s):  
Ramazan Cansoy ◽  
Mahmut Polatcan ◽  
Hanifi Parlar
Keyword(s):  
Teacher Efficacy ◽  
Self Efficacy ◽  
Quantitative Methods ◽  
Strong Predictor ◽  
Empirical Studies ◽  
Specific Area ◽  
Collective Teacher Efficacy ◽  
Teacher Self Efficacy ◽  
Basic Characteristics ◽  
General Self Efficacy

In this study, 48 empirical studies on teacher self-efficacy published between 2000-2017 were reviewed in terms ofcertain basic characteristics, and the research trends were revealed in this area. According to the results obtained inthe review, teacher self-efficacy studies in the Turkish context showed an increase in the course of time. Teacherself-efficacy in a specific area was observed to be frequently examined within the context of teaching a subject orusing technology in education. This increase in the number of studies did not reflect much on the diversity of theresearch methods employed, and the studies were often conducted by using quantitative methods. Elementary andmiddle schools were mostly chosen as the research context. Furthermore, the amount of research on threeself-efficacy areas (i.e. collective teacher efficacy, teacher self-efficacy sources, and teachers’ general self-efficacy)were considerably limited. Moreover, none of the studies examined the relationship between teacher self-efficacyand collective teacher efficacy and student achievement. Common findings of the studies showed that teacherself-efficacy was a strong predictor or a mediator variable. In this sense, researchers are suggested to study howself-efficacy can be developed experimental and longitudinal works and to conduct studies to reveal insights aboutcollective efficacy in schools, teachers’ general self-efficacy, and the outcomes of these efficacy characteristics.

scholarly journals The relationship between selfself-efficacy beliefs of school administrators and effective school leadership

2018 ◽  
Vol 15 (2) ◽  
pp. 1137
Author(s):  
Erol Ata ◽  
Nezahat Güçlü
Keyword(s):  
High Schools ◽  
School Leadership ◽  
Self Efficacy ◽  
School Administrators ◽  
Efficacy Beliefs ◽  
The Self ◽  
Central Anatolia ◽  
Effective School ◽  
Effective School Leadership ◽  
The Relationship

The aim of this study is to examine the relationship between self-efficacy beliefs of school administrators working in Anatolia High Schools and Vocational High Schools and effective school leadership. In line with the aim of the project, self-efficacy, school administrators’ self-efficacy, effective school leadership and a conceptual framework were explained in introduction part of the study. The sample of the study is comprised of 60 school administrators and 1050 teachers working in Central Anatolia Region cities Kırşehir, Kayseri, Ankara, Nevşehir, Kırıkkale, Aksaray and Yozgat. The School Administrators Self-Efficacy Scale formed by McCollum, Kajs and Minter (2009) was used in order to obtain data from the school administrators in the study. Furthermore, The Effective School Leadership Scale formed by the researcher with the help of the questionnaires used by Balcı (2001) and Dağlı (2000) so as to measure the effective school leadership. The validity and reliability studies of the both scales used in the study were carried out by the researcher. According to the findings of the study, there is a significant relationship in the same way between the self-efficacy beliefs of the school administrators and the effective school leadership levels according to the opinions of the teachers. The self-efficacy levels of the school administrators also predict their effective school leadership levels. The self-efficacy beliefs of the school administrators and the effective school leadership levels according to the opinions of the teachers were measured in high levels.

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