An Examination of the Relationship Between Teacher Efficacy and Teachers' Perceptions of Their Principals' Leadership Behaviors

Over the years there has been significant discussion of the connection between principal's leadership qualities and teacher efficacy. Students come to the classroom from stable, traditional, supportive home environments as well as from unstable, broken, and homeless situations. Teachers are asked to teach a classroom full of students with a wide range of learning abilities as well as a varied range of learning disabilities. The confidence to do this for the measure of a teacher's career takes a strong sense of efficacy. The purpose of this study was to examine the relationship between teachers' sense of efficacy and teachers' perceptions of their principals' leadership qualities that enhance and/or diminish the teachers' sense of efficacy. This study utilized both quantitative and qualitative research methods to study the effects of leadership qualities on teacher efficacy. Quantitative data was acquired utilizing the teacher sense of efficacy scale and the principal leadership questionnaire. Qualitative data was gathered through a focus group meeting of teachers with measurably strong efficacy to identify principal practices that affect teachers' efficacy. The study's outcomes reported that total respondent data indicates a generally positive relationship between these two variables. Subgroup analysis revealed varying results with diminishing relationships measured from elementary to secondary teachers. Qualitative information gathered from teachers with strong efficacy reported strategies that foster teacher efficacy, make teachers feel good about teaching and inhibit the development of teacher efficacy. The study recommends that principals and school administrators be especially knowledgeable of the six components of transformational leadership as well as the three aspects of teacher efficacy examined in this study. Being mindful of how daily leadership decisions not only fit within the transformational leadership constructs, but more importantly, how they affect good classroom teaching practices, should help principals plan and initiate strategies and programs that create a campus atmosphere more conducive to comprehensive learning.

Grantor dc:publisher

University of North Texas

Year dc:date

2007

Author dc:creator

• Ryan, Harry D.

Contributors dc:contributor

• Hudson, Johnetta
• Huffman, Jane B.
• Burger, Martha A.

• teacher efficacy
• principal leadership
• data
• comprehensive learning
• Teacher effectiveness.
• School principals.
• Leadership.

Statement dc:rights

• Public
• Copyright
• Ryan, Harry D.
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 180698354
https://digital.library.unt.edu/ark:/67531/metadc3620/
ark: ark:/67531/metadc3620

OAI identifier oai:identifier

info:ark/67531/metadc3620