The purpose of this study was to determine if a significant relationship existed between principal leadership practices, as perceived by teachers, and teacher’s sense of self-efficacy. The target population was rural Appalachian teachers that worked for a principal that had been in administration for at least three consecutive years. This study utilized teacher responses from a survey consisting of the Teachers’ Sense of Efficacy Scale (TSES, Tschannen-Moran & Woolfolk-Hoy, 2001) and the Leadership Practice Inventory – observer (LPI, Kouzes & Posner, 2003).
Results from the survey categorized levels of self-efficacy for teachers based on the works of Tschannen-Moran and Woolfolk-Hoy (2001). Self-efficacy was broken down into three sub-domains (student engagement, instructional strategies and classroom management) and correlated to response items on the TSES. Overall, Appalachian teachers in the study scored high in perceived levels of self-efficacy (M = 7.1835, SD = .87641).
The LPI collected data to measure five leadership practices as observed by teachers. These practices are: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. A close inspection of the data from the LPI revealed an issue with multicollinearity. Teacher responses did not measure the five leadership practices as intended but showed a consensus of exemplary leadership. This generalization made it impossible to perform a correlational analysis between teacher self-efficacy and perceived principal leadership practices.
The responses given from teachers in the study imply that principal leadership has the same meaning within the selected Appalachian schools. A similar leadership style based on principal preparatory programs, cultural expectation and individual upbringing could have played a role in limiting the variance in LPI responses. This equates to principal leadership practices not holding a direct impact on self-efficacy as hoped, but a more implied sense of indirect leadership qualities and traits that drive teachers to push students to higher levels of success.
","abstract_html":"<p>The purpose of this study was to determine if a significant relationship existed between principal leadership practices, as perceived by teachers, and teacher’s sense of self-efficacy. The target population was rural Appalachian teachers that worked for a principal that had been in administration for at least three consecutive years. This study utilized teacher responses from a survey consisting of the Teachers’ Sense of Efficacy Scale (TSES, Tschannen-Moran & Woolfolk-Hoy, 2001) and the Leadership Practice Inventory – observer (LPI, Kouzes & Posner, 2003). </p> <p>Results from the survey categorized levels of self-efficacy for teachers based on the works of Tschannen-Moran and Woolfolk-Hoy (2001). Self-efficacy was broken down into three sub-domains (student engagement, instructional strategies and classroom management) and correlated to response items on the TSES. Overall, Appalachian teachers in the study scored high in perceived levels of self-efficacy (M = 7.1835, SD = .87641). </p> <p>The LPI collected data to measure five leadership practices as observed by teachers. These practices are: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. A close inspection of the data from the LPI revealed an issue with multicollinearity. Teacher responses did not measure the five leadership practices as intended but showed a consensus of exemplary leadership. This generalization made it impossible to perform a correlational analysis between teacher self-efficacy and perceived principal leadership practices. </p> <p>The responses given from teachers in the study imply that principal leadership has the same meaning within the selected Appalachian schools. A similar leadership style based on principal preparatory programs, cultural expectation and individual upbringing could have played a role in limiting the variance in LPI responses. This equates to principal leadership practices not holding a direct impact on self-efficacy as hoped, but a more implied sense of indirect leadership qualities and traits that drive teachers to push students to higher levels of success. </p>","abstract_has_math":false,"creators":["Hibbard, Brandon Lee"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:32Z","subjects":["Appalachia","Efficacy","Leadership","Leadership practice","Rural","Self-efficacy","Educational Administration and Supervision","Personality and Social Contexts"],"languages":[],"rights":["Copyright 2016 Brandon Lee Hibbard"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/374","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Hibbard, Brandon Lee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Appalachia","Efficacy","Leadership","Leadership practice","Rural","Self-efficacy","Educational Administration and Supervision","Personality and Social Contexts"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Brandon Lee Hibbard"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/374"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine if a significant relationship existed between principal leadership practices, as perceived by teachers, and teacher’s sense of self-efficacy. The target population was rural Appalachian teachers that worked for a principal that had been in administration for at least three consecutive years. This study utilized teacher responses from a survey consisting of the Teachers’ Sense of Efficacy Scale (TSES, Tschannen-Moran & Woolfolk-Hoy, 2001) and the Leadership Practice Inventory – observer (LPI, Kouzes & Posner, 2003).
Results from the survey categorized levels of self-efficacy for teachers based on the works of Tschannen-Moran and Woolfolk-Hoy (2001). Self-efficacy was broken down into three sub-domains (student engagement, instructional strategies and classroom management) and correlated to response items on the TSES. Overall, Appalachian teachers in the study scored high in perceived levels of self-efficacy (M = 7.1835, SD = .87641).
The LPI collected data to measure five leadership practices as observed by teachers. These practices are: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. A close inspection of the data from the LPI revealed an issue with multicollinearity. Teacher responses did not measure the five leadership practices as intended but showed a consensus of exemplary leadership. This generalization made it impossible to perform a correlational analysis between teacher self-efficacy and perceived principal leadership practices.
The responses given from teachers in the study imply that principal leadership has the same meaning within the selected Appalachian schools. A similar leadership style based on principal preparatory programs, cultural expectation and individual upbringing could have played a role in limiting the variance in LPI responses. This equates to principal leadership practices not holding a direct impact on self-efficacy as hoped, but a more implied sense of indirect leadership qualities and traits that drive teachers to push students to higher levels of success.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Teacher Perception Of Principal Leadership Practices: Impacting Teachers' Sense Of Self-Efficacy In Rural Appalachia Kentucky"]}]}],"canonical_facts":{"dc:creator":["Hibbard, Brandon Lee"],"dc:description.abstract":["The purpose of this study was to determine if a significant relationship existed between principal leadership practices, as perceived by teachers, and teacher’s sense of self-efficacy. The target population was rural Appalachian teachers that worked for a principal that had been in administration for at least three consecutive years. This study utilized teacher responses from a survey consisting of the Teachers’ Sense of Efficacy Scale (TSES, Tschannen-Moran & Woolfolk-Hoy, 2001) and the Leadership Practice Inventory – observer (LPI, Kouzes & Posner, 2003).
Results from the survey categorized levels of self-efficacy for teachers based on the works of Tschannen-Moran and Woolfolk-Hoy (2001). Self-efficacy was broken down into three sub-domains (student engagement, instructional strategies and classroom management) and correlated to response items on the TSES. Overall, Appalachian teachers in the study scored high in perceived levels of self-efficacy (M = 7.1835, SD = .87641).
The LPI collected data to measure five leadership practices as observed by teachers. These practices are: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. A close inspection of the data from the LPI revealed an issue with multicollinearity. Teacher responses did not measure the five leadership practices as intended but showed a consensus of exemplary leadership. This generalization made it impossible to perform a correlational analysis between teacher self-efficacy and perceived principal leadership practices.
The responses given from teachers in the study imply that principal leadership has the same meaning within the selected Appalachian schools. A similar leadership style based on principal preparatory programs, cultural expectation and individual upbringing could have played a role in limiting the variance in LPI responses. This equates to principal leadership practices not holding a direct impact on self-efficacy as hoped, but a more implied sense of indirect leadership qualities and traits that drive teachers to push students to higher levels of success.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/374"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2016 Brandon Lee Hibbard"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Appalachia","Efficacy","Leadership","Leadership practice","Rural","Self-efficacy","Educational Administration and Supervision","Personality and Social Contexts"],"dc:title":["Teacher Perception Of Principal Leadership Practices: Impacting Teachers' Sense Of Self-Efficacy In Rural Appalachia Kentucky"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:32Z"}