This study sought to examine the effects of instructional leadership behaviors on teacher efficacy. The body of literature examined influenced the nature and implementation of this study. Previous studies were used to shape the lens of this body of work. The focus was at the elementary level examining the perceptions of principals and teachers. The two forms of instrumentation included the Principal Instructional Rating Management Scale developed by Phillip Hallinger and used in similar studies cited in this work. The teachers completed the Teacher Self-Efficacy Scale based on the work of Tschannen-Moran and Woolfolk-Hoy. The perceptions of participants were examined through these surveys with an additional open-ended question to provide a qualitative piece. Examination of the results was through a Multiple Regression Analysis including the variables of gender and years of experience. Although the results did not indicate a significant impact of instructional leadership on teacher efficacy, recommendations were made for school administrators, teachers and education programs to increase the perception of teacher efficacy.
A significant finding of this study was shown by the qualitative questions included on the two survey instruments. The teachers and principals had strong feelings on the behaviors that impacted efficacy the most. They held beliefs about why these behaviors and actions were significant to their efficacy.
The findings of this study should add new dimensions to the educational research on instructional leadership and teacher efficacy. It should serve as an impetus for educators to examine their practice and craft with respect to instructional behaviors and their effects on efficacy. It should increase the reflection of leaders on their impact on teacher efficacy.
","abstract_html":"<p> This study sought to examine the effects of instructional leadership behaviors on teacher efficacy. The body of literature examined influenced the nature and implementation of this study. Previous studies were used to shape the lens of this body of work. The focus was at the elementary level examining the perceptions of principals and teachers. The two forms of instrumentation included the Principal Instructional Rating Management Scale developed by Phillip Hallinger and used in similar studies cited in this work. The teachers completed the Teacher Self-Efficacy Scale based on the work of Tschannen-Moran and Woolfolk-Hoy. The perceptions of participants were examined through these surveys with an additional open-ended question to provide a qualitative piece. Examination of the results was through a Multiple Regression Analysis including the variables of gender and years of experience. Although the results did not indicate a significant impact of instructional leadership on teacher efficacy, recommendations were made for school administrators, teachers and education programs to increase the perception of teacher efficacy. </p> <p> A significant finding of this study was shown by the qualitative questions included on the two survey instruments. The teachers and principals had strong feelings on the behaviors that impacted efficacy the most. They held beliefs about why these behaviors and actions were significant to their efficacy. </p> <p> The findings of this study should add new dimensions to the educational research on instructional leadership and teacher efficacy. It should serve as an impetus for educators to examine their practice and craft with respect to instructional behaviors and their effects on efficacy. It should increase the reflection of leaders on their impact on teacher efficacy. </p>","abstract_has_math":false,"creators":["Pearce, Michelle L"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership for Learning Dissertations","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["BinBin Jiang","Earl Holliday","Arvin Johnson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-17T07:00:00Z","date_published":"2017-05-17T07:00:00Z","updated_at":"2026-07-24T02:43:17Z","subjects":["elementary principals and teachers","efficacy","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/educleaddoc_etd/5","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["BinBin Jiang","Earl Holliday","Arvin Johnson"]},{"key":"dc:creator","label":"Author","values":["Pearce, Michelle L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership for Learning Dissertations"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["elementary principals and teachers","efficacy","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/5"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study sought to examine the effects of instructional leadership behaviors on teacher efficacy. The body of literature examined influenced the nature and implementation of this study. Previous studies were used to shape the lens of this body of work. The focus was at the elementary level examining the perceptions of principals and teachers. The two forms of instrumentation included the Principal Instructional Rating Management Scale developed by Phillip Hallinger and used in similar studies cited in this work. The teachers completed the Teacher Self-Efficacy Scale based on the work of Tschannen-Moran and Woolfolk-Hoy. The perceptions of participants were examined through these surveys with an additional open-ended question to provide a qualitative piece. Examination of the results was through a Multiple Regression Analysis including the variables of gender and years of experience. Although the results did not indicate a significant impact of instructional leadership on teacher efficacy, recommendations were made for school administrators, teachers and education programs to increase the perception of teacher efficacy.
A significant finding of this study was shown by the qualitative questions included on the two survey instruments. The teachers and principals had strong feelings on the behaviors that impacted efficacy the most. They held beliefs about why these behaviors and actions were significant to their efficacy.
The findings of this study should add new dimensions to the educational research on instructional leadership and teacher efficacy. It should serve as an impetus for educators to examine their practice and craft with respect to instructional behaviors and their effects on efficacy. It should increase the reflection of leaders on their impact on teacher efficacy.
"]},{"key":"dc:title","label":"Title","values":["The Effects of Instructional Leadership on Teacher Efficacy"]}]}],"canonical_facts":{"dc:contributor":["BinBin Jiang","Earl Holliday","Arvin Johnson"],"dc:creator":["Pearce, Michelle L"],"dc:description.abstract":["This study sought to examine the effects of instructional leadership behaviors on teacher efficacy. The body of literature examined influenced the nature and implementation of this study. Previous studies were used to shape the lens of this body of work. The focus was at the elementary level examining the perceptions of principals and teachers. The two forms of instrumentation included the Principal Instructional Rating Management Scale developed by Phillip Hallinger and used in similar studies cited in this work. The teachers completed the Teacher Self-Efficacy Scale based on the work of Tschannen-Moran and Woolfolk-Hoy. The perceptions of participants were examined through these surveys with an additional open-ended question to provide a qualitative piece. Examination of the results was through a Multiple Regression Analysis including the variables of gender and years of experience. Although the results did not indicate a significant impact of instructional leadership on teacher efficacy, recommendations were made for school administrators, teachers and education programs to increase the perception of teacher efficacy.
A significant finding of this study was shown by the qualitative questions included on the two survey instruments. The teachers and principals had strong feelings on the behaviors that impacted efficacy the most. They held beliefs about why these behaviors and actions were significant to their efficacy.
The findings of this study should add new dimensions to the educational research on instructional leadership and teacher efficacy. It should serve as an impetus for educators to examine their practice and craft with respect to instructional behaviors and their effects on efficacy. It should increase the reflection of leaders on their impact on teacher efficacy.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/5"],"dc:subject":["elementary principals and teachers","efficacy","Educational Leadership"],"dc:title":["The Effects of Instructional Leadership on Teacher Efficacy"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Educational Leadership for Learning Dissertations"]},"updated_at":"2026-07-24T02:43:17Z"}