scholarly journals Principal’s individualized support and teacher’s self-efficacy: An empirical research

2021 ◽  
Vol 9 (3) ◽  
pp. 53-60
Author(s):  
Aikaterini Gkolia ◽  
◽  
Christina Charalampaki ◽  
Dimitrios Belias ◽  
◽  
...  
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Structural Equation ◽  
Secondary School Teachers ◽  
Factor Model ◽  
Future Research ◽  
School Teachers ◽  
Modelling Analysis ◽  
Research And Policy ◽  
Primary And Secondary School

The purpose of this study is to provide evidence whether principals’ individual mentoring and coaching to support teachers could influence teachers’ self-efficacy. Data were collected from 843 Greek primary and secondary school teachers of 110 schools. Teachers were asked to fill in the PLQ to measure principal’s individualized support and TSES to measure teacher’s self-efficacy. CFA was conducted to identify the factor structure of TSES model. Consequently, results shown a first-order two-factor model fits best the data of TSES. TSES subscale, “Efficacy in Instructional Strategies” was excluded from the analysis. Findings of path analysis (Structural Equation Modelling analysis) showed that principal’s individualized support creating a culture of trust and respect could influence efficacy of teachers related only to student engagement. On the other hand, principal’s individualized support to teachers may not affect teacher’s efficacy related to classroom management. Implications and suggestions for future research and policy are discussed.

scholarly journals STUDENT MISBEHAVIOUR, TEACHER SELF-EFFICACY, BURNOUT AND JOB SATISFACTION: EVIDENCE FROM CROATIA

2021 ◽  
Vol 79 (4) ◽  
pp. 657-673
Author(s):  
Tomislava Vidić ◽  
Marina Đuranović ◽  
Irena Klasnić
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Classroom Management ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Burnout Syndrome ◽  
School Teachers ◽  
Type Of School ◽  
Primary And Secondary School

Student misbehaviour is an increasing problem of contemporary school. The aim of this research was to examine the extent to which teachers perceive student misbehaviour, how self-efficient they are, how satisfied they feel with support from their environment and with the teaching job itself, and to which extent they experience the burnout syndrome. The research included 603 primary and secondary school teachers in the Republic of Croatia, and it found quite low, but significant negative correlations between student misbehaviour and teachers’ self-efficacy, personal accomplishment, and job satisfaction. Besides, positive correlations between student misbehaviour and teacher burnout were also proven. Statistically significant differences between primary and secondary school teachers were found in their experience of student misbehaviour, dealing with adversities related to student misbehaviour and provided support from expert associates. The results of regression analysis indicate that the overall misbehaviour and satisfaction with help from parents significantly contribute to satisfaction with the teaching profession, and emotional exhaustion and depersonalization lead to decrease of job satisfaction. The results also indicate that demographic characteristics, namely years in service and the type of school, do not contribute to the explanation of neither burnout nor job satisfaction. The implications applicable in practice could relate to the need for preventing student misbehaviour and empowering teachers, regardless of their in-service years and the type of school they work at. Keywords: burnout, classroom management, job satisfaction, quantitative methodology, self-efficacy

scholarly journals Examining the Role of Workplace Spirituality and Teacher Self-efficacy on Organizational Citizenship Behaviour of Secondary School Teachers: An Indian Scenario

2019 ◽  
Vol 23 (1) ◽  
pp. 80-90 ◽  
Author(s):  
Manju Mahipalan ◽  
Sheena ◽  
Sudheer Muhammed
Keyword(s):  
Teacher Efficacy ◽  
Secondary School ◽  
Organizational Citizenship ◽  
Self Efficacy ◽  
Structural Equation ◽  
Secondary School Teachers ◽  
Workplace Spirituality ◽  
Equation Modeling ◽  
School Teachers ◽  
Individual Level

Research on workplace spirituality is on the rise primarily because of the win-win situation it creates for both employees and organizations. Spirituality at work has been associated with many individual-level work behaviour and attitudes. Also, self-efficacy is another significant construct which considerably affects individual work experiences. The current study focuses on the relationship between workplace spirituality, self-efficacy and organizational citizenship behaviour (OCB) in secondary school teachers. It examines whether spirituality and teacher efficacy could predict citizenship behaviour of teachers. Additionally, the influence of spirituality on self-efficacy is also looked at. Data were collected from 353 teachers working in state-run schools in one of the southern states in India. Using structural equation modeling, the study finds that positive relationships exist between different dimensions of workplace spirituality, teacher efficacy and two categories of OCBs. The study contributes to the growing empirical research on workplace spirituality and the underexplored area of teacher OCB.

Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context

2021 ◽  
pp. 003329412110091
Author(s):  
Aikaterini Gkolia ◽  
Nikolaos Tsigilis ◽  
Maria Evangelou ◽  
Athanasios Koustelios
Keyword(s):  
Secondary School ◽  
Principal Leadership ◽  
Concurrent Validity ◽  
Secondary School Teachers ◽  
Equation Modeling ◽  
General Factor ◽  
Educational Context ◽  
School Teachers ◽  
Validity Data ◽  
Primary And Secondary School

The purpose of this study was to investigate the applicability of the Principal Leadership Questionnaire (PLQ) to Greek educational context and to present the most important aspects describing educational leadership in a centralized educational context. It was sought to examine; a) the factorial structure of PLQ b) its invariance across teachers’ levels of education and c) its concurrent validity. Data were collected from 730 Greek primary and secondary school teachers of 77 schools. Teachers were asked to fill in the PLQ and Teacher’s Satisfaction Inventory (TSI). A bi-factor model was selected as the most tenable among five completive PLQ structures to describe teachers’ responses. Moreover, PLQ was found to be invariant across primary and secondary school teachers. Multiple-group analysis results indicate that primary, compared to secondary school teachers, reported more often that their principals behave as a transformational leader. On the contrary, secondary school teachers’ perceptions revealed that their principal implemented practices related to factor “intellectual; stimulation” more often than primary school teachers. Structural equation modeling showed that the general factor of the PLQ significantly and substantially predicted the “principal” facet of teachers’ job satisfaction, providing evidence of concurrent validity of the Greek version of the PLQ. Implications and suggestions for future research and policy are discussed.

Sign in / Sign up

Export Citation Format

Share Document