Download or read book The Relationship Between Teacher Self Efficacy and Principal Leadership Behaviors written by Christian Stevenson Winn and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring the Relationship Between Principals Leadership Behaviors and Teachers Sense of Efficacy in Wisconsin Middle Schools written by Kristine Hipp and published by . This book was released on 1995 with total page 688 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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:

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.

Download or read book Explaining Perceptions of Principal Leadership Behaviors that Enhance Middle School Teacher Self efficacy written by Michelle R. Charf and published by . This book was released on 2009 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers are primarily responsible for the educational achievement of all students. Past research has shown that Teacher Self-Efficacy plays a large role in academic success of students. This study investigates various levels of teacher efficacy and the individual perceptions of teacher in regards to principal leadership behaviors, specifically, at the middle school setting. A mixed methodology approach is used to explore both the quantitative data of two efficacy surveys and qualitative interviews with ten individual teacher volunteer candidates. A sample of 277 survey respondents was obtained on the Bandura's Instrument of Teacher Efficacy and Gibson and Dembo's Teacher Self-Efficacy Scale. Data analysis reveals that there is a difference in teacher efficacy based on gender, degree level, years of experience and socioeconomic status of the school building. Qualitative themes that emerged from the ten interview transcriptions regarding the perceptions of specific principal behaviors that enhance their teaching include: (a) Specific Valued Feedback, (b) Meaningful Support and Trust with Parents and Students, and (c) Active Movement about School and in Classrooms. A mixing of data occurs when two specific survey questions are discussed in regards to individual responses on the survey and statements made during the interview that add depth to these efficacy descriptors. The results of this study and implications for future research are also presented in the final discussion section. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Download or read book The Relationship Between Teachers Sense of Efficacy and Perceptions of Principal Instructional Leadership Behaviors in High Poverty Schools written by Tamela Horton and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship between teacher perceived principal instructional leadership behaviors and teacher self-efficacy in high poverty schools. Data on these variables was gathered using the Teachers' Sense of Efficacy Scale (Tschannen-Moran, 2001) and the Principal Instructional Management Rating Scale (Hallinger, 2011). The study also explored the relationship between teacher self-efficacy and years of experience. Hierarchical multiple regression and correlation analysis was used to explore the relationship between the variables. The study found a significant relationship between teacher perceived principal instructional leadership behaviors and teacher self-efficacy. Of particular note was the repeated observation that the self-efficacy of teachers in high poverty schools can be supported through principal's framing and sharing the campus goals.

Download or read book Actions of the Principal written by Amanda Maslen Conner and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom teachers are a significant influence on student achievement. Numerous studies indicate that teacher motivation and self-efficacy influence their effectiveness in the classroom. Furthermore, studies indicate that the leadership behaviors of the principal can influence the school culture and have a direct impact on teacher motivation and self-efficacy. This study sought to determine if a relationship exists between certain behaviors of administrators and a teacher's self-efficacy and motivation. The study used a correlational design using The Teacher Motivation & Job Satisfaction Survey (TMJSS), The Teachers’ Sense of Efficacy Scale (TSES), and the Leadership Practices Inventory (LPI). There were 72 high school certified teachers within the First District RESA in south Georgia who participated in this study. Results of a multiple regression analysis suggested that there was a significant predictive relationship between the combination of leadership behaviors and teacher motivation. However, the results suggested that there was not a significant predictive relationship between the combination of leadership behaviors and teacher self-efficacy. Future research recommendations include replication studies in other high schools and focus on separating specific leadership behaviors that showed the most influence, such as model the way, inspire a shared vision, and enable others to act.

Download or read book The Influence Of Principal Leadership Behaviors On Teacher Self Efficacy And Their Mediating Influence On Third Through Fifth Grade Achievement In Reading And Math written by Norby Lee (Thomasa) and published by . This book was released on 2012 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book High School Principals Leadership Styles and Their Impact on Teacher Efficacy written by Julie L. Kaminski and published by . This book was released on 2014 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the relationship between high school principals' leadership style and teacher efficacy. A mixed method study was conducted using an online survey of current public high school teachers in southeastern Michigan. The quantitative portions of the survey consisted of the Teachers' Sense of Efficacy Scale TES, short form (Tschannen-Moran & Woolfolk-Hoy, 2001) and the Multifactor Leadership Questionnaire (Avolio & Bass, 2004). Investigation of correlations, if any, were calculated by using Pearson's "r" to understand the aspects of a transformational leadership style that were correlated to high teacher self-efficacy. A factor analysis and reliability investigation indicated that the data generated with the chosen instruments was highly reliable for measuring principals' leadership style and teacher efficacy. Finally, in the qualitative part of the survey, study participants provided answers to an open-ended question about the single most negative factor impacting teacher self-efficacy in today's schools. All teachers' self-efficacy mean scores on a Likert-type scale of 1 to 5 on the Teachers' Sense of Efficacy Scale (TES), short form, ranged from 3.25 to 5, indicating relatively high to high sense of self-efficacy. There were no participants whose self-efficacy mean scores ranged from 1 and>3.25, indicating a relatively low to low self-efficacy rating. Weak to moderate positive correlations were found between teachers with relatively high to high self-efficacy ratings and principals who have transformational leadership styles, especially the characteristic of Intellectual Stimulation. Because all teachers rated their sense of self-efficacy to be relatively high to high, and with no data available to compare relatively low to low scores and principals' leadership style, the data regarding the existence of a relationship between the variables was inconclusive, and the null hypothesis was accepted. No significant relationship exists between high school principals' leadership styles and teacher self-efficacy. In the qualitative portion of the survey instrument, teachers responded to an open-ended question about negative impacts on their sense of efficacy in schools. Comments were analyzed and grouped into themes that included governmental mandates, regulations, and budget cuts; quality of school administration; and parent and community perceptions of education. In general, teachers want to feel valued by parents, the community and the public; they look to their principals for support, guidance, consistency, and acknowledgement. Finally, the mandates and legislative changes that have taken place in Michigan have had a negative impact on teachers' self-efficacy. These responses provided greater understanding of the opinions of the teacher participants in this study. The results of this study have implications for leadership at the district and building level. Building principals who have a transformational leadership style are more likely to foster teachers with high self-efficacy ratings; this, in turn, creates an environment for higher levels of student achievement. It is important that district-level leaders hire transformational leaders and encourage such approaches in existing principals through focused professional development. This study's results have implications for principal preparation programs, encouraging courses that support the development of transformational leadership skills and recognizing the research-based connection to leadership style and high teacher self-efficacy.

Download or read book Assessing Instructional Leadership with the Principal Instructional Management Rating Scale written by Philip Hallinger and published by Springer. This book was released on 2015-05-22 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.

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.

Download or read book The Social Organization of Schools written by Maureen T. Hallinan and published by . This book was released on 2014-01-15 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Principal Leadership Behaviors that Affect Teacher Collective Efficacy written by Kyla J. Prusak and published by . This book was released on 2020 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research continues to support the positive link between teacher collective efficacy and student achievement. The purpose of this study was to better understand how principal leadership behaviors affect teacher collective efficacy beliefs. The study was designed around Goddard, Hoy, and Hoy's construct of teacher collective efficacy, which is grounded on Bandura's efficacy constructs. The sequential mixed-methods study was designed to examine the perceptions of teacher participants from one Texas Title I middle school regarding principal leadership behaviors. A case study approach was used to construct meaning from teachers' perceptions about the effects of principal behaviors on teachers' beliefs regarding the components of collective efficacy. The quantitative portion of the study (a survey) examined teacher perceptions of their collective efficacy beliefs regarding various facets of the school organization. The qualitative portion (focus group and individual interviews) centered on what teachers perceive to be the impact of principal leadership behaviors on their teacher collective efficacy. Findings from the quantitative portion of the study suggest that teachers perceive their levels of collective efficacy to be higher when reflecting on factors that are primarily connected to school, like learning, motivating students, and handling student discipline issues. Findings from the qualitative portion of the study suggest that when principals exhibit collaboration, empowerment, relationship building, and trust, teachers perceive the leader to be effective. The study was limited to one Title I middle school so an extension to the study which would include other middle or additional high schools is recommended.

Download or read book Helping Teachers Believe written by Eric Martin Olsen and published by ProQuest. This book was released on 2009 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: A series of interviews was conducted with 28 teachers, administrators, and counselors at the two schools, the results of which indicate that leadership does impact teacher efficacy beliefs, though most often through indirect routes, such as creating time for teachers to collaborate or by defining a vision of success against which teachers may gauge their sense of efficacy.

Download or read book Studies in Leading and Organizing Schools written by Cecil Miskel and published by IAP. This book was released on 2003-04-01 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides a mix of beginning and established scholars and a range of theoretical perspectives. Eight separate but related analyses were selected for publication this year. The book begins with a chapter by Sims and Miskel, which examines national reading policy as part of a broader federal government agenda on children’s literacy. Using a model of punctuated equilibrium, they trace the peaks of congressional and media attention to literacy. Their findings reveal that the broad level of literacy has remained a rather active and durable policy issue for more than three decades. When, however, the analysis shifts to different targets, that is, from elementary and secondary school students to adults and youth to LEP individuals, there are distinct patterns of punctuation and equilibrium. The researchers conclude that the specific issue of children’s literacy in the 1990s is the latest version or episode of literacy policy produced by shifting images and venues.

Download or read book ENHANCING STUDENT ENGAGEMENT TEACHER SELF EFFICACY AND PRINCIPAL LEADERSHIP SKILLS THROUGH MORNING MEETING IN AN ONLINE LEARNING ENVIRONMENT written by Daniel M Barnes and published by . This book was released on 2021 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the experiences of educators in a small, rural elementary school who provided live instruction in an online setting during the COVID-19 pandemic. The scholarly practitioner collaborated with inquiry partners to enhance student engagement, teacher self-efficacy, and principal leadership skills by implementing Morning Meeting, a social and emotional learning program from Responsive Classroom℗ʼ, when students participated in remote online learning. The scholarly practitioner used over four decades of research about efficacy and identified leadership strategies and approaches that assisted in building individual and collective teacher efficacy so that teachers could effectively engage students. Behavioral, emotional, and cognitive engagement were identified in research and used by teachers to determine the quality of participation in Morning Meeting. Teachers took daily and weekly attendance to measure engagement, and the scholarly practitioner facilitated team meetings with groups of teachers to compile comments and statements regarding student engagement. These statements were coded using pre-selected codes based on research about types of student engagement. The scholarly practitioner facilitated the administration of a pre-study and post-study Teacher Self-Efficacy Scale so that individual, grade-span, and full-school efficacy data could be compiled. In addition, the scholarly practitioner held team meetings with the teachers to compile comments and categorize those statements into four areas: job accomplishment, skill development, social interaction, and coping with job stress. These four areas were also coded using the four categories described on the Teacher Self-Efficacy Scale. The scholarly practitioner also maintained a journal using a self-reflection tool about the lived experiences before, during, and after the study. The emphasis on this journal was about the development and growth of leadership skills, and the categories were pre-coded using Bernard Bass's categories of transformational leadership: individualized consideration, inspirational motivation, idealized influence, and intellectual stimulation. Student engagement increased throughout the study, and 77 percent of students were fully engaged during the study. Teachers expressed an increase in collective efficacy at the conclusion of the study, and six of the eight teachers reported individual increases in efficacy. The scholarly practitioner's use of differentiation within the context of transformational leadership was observed most frequently in the study.

Download or read book Leading With Teacher Emotions in Mind written by Kenneth Leithwood and published by Corwin Press. This book was released on 2007-12-13 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best." —Carl Glickman, Scholar in Residence The University of Georgia Develop a leadership approach that responds to the emotional needs of teachers! School leaders know that an engaged and committed faculty is critical to student learning and the success of a school community, yet traditional leadership practices often fail to take the affective needs of teachers into consideration. Kenneth Leithwood and Brenda Beatty draw on theory and empirical evidence to show how teachers′ emotional well-being can affect their performance in the classroom. This invaluable resource provides principals and other school leaders with specific practices to positively influence teacher perspectives, and examines teacher emotions in five key areas: Job satisfaction and morale Stress, anxiety, and burn-out Sense of individual and collective self-efficacy Organizational commitment and engagement Willingness and motivation to improve their practices When educational leaders create conditions that support teachers in their work, schools can experience higher teacher retention rates, improved climate and culture, and increased student achievement.