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

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dc.contributor.authorCansoy, Ramazan
dc.contributor.authorParlar, Hanifi
dc.date.accessioned2020-11-21T15:54:58Z
dc.date.available2020-11-21T15:54:58Z
dc.date.issued2018en_US
dc.departmentİstanbul Ticaret Üniversitesien_US
dc.description.abstractPurpose 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.en_US
dc.identifier.doi10.1108/IJEM-04-2017-0089en_US
dc.identifier.endpage567en_US
dc.identifier.issn0951-354X
dc.identifier.issn1758-6518
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85047082106en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage550en_US
dc.identifier.urihttps://doi.org/10.1108/IJEM-04-2017-0089
dc.identifier.urihttps://hdl.handle.net/11467/3924
dc.identifier.volume32en_US
dc.identifier.wosWOS:000432594500003en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEmerald Group Publishing LTDen_US
dc.relation.ispartofInternational Journal of Educational Managementen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSchool principalen_US
dc.subjectInstructional leadershipen_US
dc.subjectTeacher self-efficacyen_US
dc.titleExamining the relationship between school principals' instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacyen_US
dc.typeArticleen_US

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