Exploring the sources of self-efficacy by Flemish school principals in primary education

2021 ◽  
pp. 174114322110013
Author(s):  
Lore Bellemans ◽  
Geert Devos
Keyword(s):  
Self Efficacy ◽  
School Principals ◽  
Structured Interviews ◽  
Powerful Source ◽  
Course Of Action ◽  
Primary School Principals ◽  
Growing Body ◽  
Mastery Experiences ◽  
Social Persuasion ◽  
Different Sources

Self-efficacy is a perceived judgment that one has the ability to execute a course of action that brings about a desired result. While a growing body of research demonstrates the importance of self-efficacy by school leaders, little is known about the different sources of principals’ self-efficacy. This qualitative study investigates the relevance of Bandura’s sources of self-efficacy and on potential additional sources. The analysis is based on semi-structured interviews with 23 primary school principals in Flanders (Belgium). The results reveal that mastery experiences prove to be the most powerful source of principal self-efficacy although they are mainly small successes and do not refer to extraordinary achievements or excellent results. This study also emphasizes the importance of verbal or social persuasion and gaining knowledge. Suggestions for further research, limitations and implications of this study are discussed.

Responsibility, authority, and accountability in school-based and non-school-based management

2018 ◽  
Vol 56 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Yael Grinshtain ◽  
Dan Gibton
Keyword(s):  
Thematic Analysis ◽  
Design Methodology ◽  
Qualitative Method ◽  
School Principals ◽  
Structured Interviews ◽  
Content Type ◽  
School Based ◽  
Primary School Principals ◽  
Low Levels ◽  
School Based Management

Purpose The purpose of this paper is to understand how primary school principals in Israel cope with the gaps between authority and responsibility in their work, deriving from partially implemented decentralization processes, and how this relates to school-based management (SBM) and accountability principles. Design/methodology/approach Using the qualitative method, 20 semi-structured interviews were conducted with school principals from one district in Israel. Thematic analysis was used in order to identify themes in the interviews that enable creating codes for the characteristics of authority and responsibility and for the principals’ strategies. Findings Gaps were found between authority and responsibility, with particularly low levels of authority alongside high levels of responsibility. Coupled with the demand for accountability, those gaps led principals to adopt three strategies – active, partly active, and passive – to help reduce the tension resulting from them. The SBM definition has links to the specific strategy that principals used. Originality/value The results indicate the importance of clear definitions of authority and responsibility in principals’ work. The current study deepens the understanding of the gaps between these concepts as key for understanding accountability at decentralized schools; tensions that principals cope with as a result of those gaps; and the strategies that enable principals to ease the tension for the benefit of all those involved in the principals’ work.

COMPARING THE DEVELOPMENT OF ENTREPRENEURIAL SELF-EFFICACY OF FEMALE ENTREPRENEURS IN MALE- AND FEMALE-DOMINATED INDUSTRIES

2015 ◽  
Vol 20 (03) ◽  
pp. 1550018 ◽  
Author(s):  
GLORIA L. SWEIDA ◽  
JEREMY ALAN WOODS
Keyword(s):  
Gender Stereotypes ◽  
Self Efficacy ◽  
Role Theory ◽  
Social Role ◽  
Qualitative Interviews ◽  
Future Research ◽  
Learning Differences ◽  
Female Entrepreneurs ◽  
Mastery Experiences ◽  
Social Persuasion

The aim of this paper is to examine the potential differences in the entrepreneurial self-efficacy (ESE) of female entrepreneurs who own businesses in gender congruent and incongruent industries. Through the lens of social role theory the four antecedents of efficacy are examined. The results of ten in-depth, qualitative interviews show there are overarching similarities in all factors between the groups but nuanced differences in the areas of mastery experiences, social persuasion and vicarious learning. Differences were also found in the areas of social comparisons and perceived gender stereotypes. The paper discusses how ESE manifests for female entrepreneurs based on the gender congruency of the industry in which her business operates. Last, areas for future research are discussed.

scholarly journals The predictive value of individual and work-related resources for the health and work satisfaction of German school principals

2019 ◽  
Vol 79 (2) ◽  
pp. 225-236
Author(s):  
Kevin Dadaczynski ◽  
Peter Paulus ◽  
David Horstmann
Keyword(s):  
Health Status ◽  
Self Efficacy ◽  
School Principals ◽  
Work Satisfaction ◽  
Work Outcomes ◽  
Decision Latitude ◽  
Work Related ◽  
Primary School Principals ◽  
German School ◽  
Low Levels

Objective: This study aimed to investigate individual and work-related resources (decision latitude, self-efficacy and work-related sense of coherence) and their relationship to health and work outcomes (general health, cognitive and emotional irritation, and work satisfaction) among German school principals. Method: In 2016, all teachers and principals in Lower Saxony, Germany, were invited to participate in an online-based cross-sectional study. Data from a sub-set of 1,026 school principals and members of the school leadership team (i.e. vice principals) were analysed using univariate and bivariate analysis and stepwise linear regression. Results: Findings revealed fairly high levels of self-efficacy and decision latitude and low levels of sense of coherence for administrative tasks. With regards to health, more than one quarter of respondents reported a poor general health status, and more than one third reported being dissatisfied or very dissatisfied with their work. Primary school principals were more often affected by low levels of resources as well as lower health status and work satisfaction. Based on a series of regression analyses, decision latitude and self-efficacy proved to be the strongest predictors of all health and work outcomes. Conclusion: Given that school leaders are of critical importance for their entire school, this professional group should be placed more firmly in the focus of school health education and promotion. There is a particular need for health promotion measures for primary school principals, who have the least resources and the lowest health status.

scholarly journals Strength and sources of self-efficacy beliefs by physical education student teachers

2014 ◽  
Vol 20 (2) ◽  
pp. 143-150
Author(s):  
Roberto Tadeu Iaochite ◽  
Samuel de Souza Neto
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Self Efficacy ◽  
Education Student ◽  
Sources Of Information ◽  
Demographic Questionnaire ◽  
Mastery Experiences ◽  
Teacher Self Efficacy ◽  
Vicarious Experiences ◽  
Social Persuasion

In the teaching domain, self-efficacy (SE) is related to teachers' judgment about their own ability to achieve learning outcomes and student engagement. SE is formed by four sources of information: mastery experiences, vicarious experiences, social persuasion, and psychophysiological states. We measured and analyzed SE and its sources for teaching physical education. Student teachers (n = 114) from three universities responded to two Likert scales - Physical Education Teacher Self-Efficacy Scale and Teacher Self-Efficacy Scale Sources - and a social demographic questionnaire. SE for teaching was classified as moderate, and vicarious experiences and social persuasion were the main sources of information. Results were discussed for future researches related to teaching practices in undergraduate programs as well as in-service teacher training.

scholarly journals Perceptions of Three South African Primary School Principals on the School – Based Violence

2021 ◽  
Vol 4 (2) ◽  
pp. 27
Author(s):  
Mkhomi Moses Sipho ◽  
Mavuso Mzuyanda Percival
Keyword(s):  
Primary School ◽  
South African ◽  
Primary Schools ◽  
School Principals ◽  
Conflict Theory ◽  
Research Approach ◽  
Structured Interviews ◽  
School Based ◽  
Primary School Principals ◽  
Intergroup Conflicts

This paper investigated the perceptions of three selected South African primary school principals based in Jabulane - Soweto on School-based Violence (SBV).The qualitative research approach was used with participants purposively selected from three primary schools. The study was based on the interpretive paradigm, and as such the semi-structured interviews were conducted with the selected school principals. The data collected from participants was analysed and categorised into themes. The collected data gave the participants’ perceptions on the role of intergroup conflicts, and how it perpetuates school-based violence. The paper is underpinned by Social Conflict Theory.   Received: 5 August 2021 / Accepted: 15 September 2021 / Published: 5 November 2021

scholarly journals Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Goudarz Alibakhshi ◽  
Fariborz Nikdel ◽  
Akram Labbafi
Keyword(s):  
Job Satisfaction ◽  
Qualitative Research ◽  
Foreign Language ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Research Method ◽  
Structured Interviews ◽  
Qualitative Research Method ◽  
Burn Out ◽  
Efl Teachers

AbstractTeacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers’ self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers’ teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

scholarly journals Educational Intervention to Improve Citizen’s Healthcare Participation Perception in Rural Japanese Communities: A Pilot Study

2021 ◽  
Vol 18 (4) ◽  
pp. 1782
Author(s):  
Ryuichi Ohta ◽  
Yoshinori Ryu ◽  
Jun Kitayuguchi ◽  
Chiaki Sano ◽  
Karen D. Könings
Keyword(s):  
Rural Communities ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Health Management ◽  
Intervention Group ◽  
Educational Interventions ◽  
Medical Professionals ◽  
Control Group ◽  
Structured Interviews ◽  
Japanese Elderly

In this mixed-methods study, we hypothesized that social cognitive theory (SCT)-based educational interventions for healthcare participation can improve the self-efficacy of older rural citizens in participating in their health management without any difficulties. Quasi-experimental study before and after SCT-based educational interventions and semi-structured interviews were conducted. Participants were Japanese elderly (>65 years) from rural communities. Propensity score matching was performed to estimate the effectiveness of educational interventions on participants’ perception (intervention: n = 156; control: n = 121). Interview contents were transcribed verbatim and analyzed based on thematic analysis. The intervention group scored significantly higher than the control group for participation in planning and managing self-care. Interviews revealed three themes: ability to manage health conditions, relationship with medical professionals, and relationship among citizens. Participants reported difficulties in judging symptoms and communicating with medical professionals. Hierarchy and low motivation to participate in healthcare hindered collaboration. The findings suggest that SCT-based educational interventions can positively impact rural citizens’ self-efficacy in healthcare participation.

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