Examining the relationship between school principals' instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy
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Dosyalar
Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Emerald Group Publishing LTD
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Purpose The purpose of this paper is to examine the relationship between school principals' instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy. Design/methodology/approach The 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. Findings The 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/value School 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.
Açıklama
Anahtar Kelimeler
School principal, Instructional leadership, Teacher self-efficacy
Kaynak
International Journal of Educational Management
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
32
Sayı
4
