Principal Self-Efficacy in Principals of ​ Fully Accredited Virginia Public High Schools

Principal Self-Efficacy in Principals of Fully Accredited Virginia Public High Schools Will Adrian Melbye Abstract The purpose of this study was to examine the scores of principals of fully accredited Virginia public high schools on the Principal Self-Efficacy Scale (PSES) survey. According to the Virginia Department of Education, for the 2024-2025 school year, 268 Virginia public high schools were deemed fully accredited. The PSES, developed by Tschannen-Moran and Gareis (2004), was the instrument used in this research project. The PSES consisted of 18 survey items and was combined with two demographic items on the online platform QuestionPro, where the data were collected and stored. The study was designed to answer four research questions: 1: How do principals in fully accredited Virginia public high schools score on the Principal Self-Efficacy Scale? 2: How do principals with 3 years or less of overall building principal experience, currently in fully accredited Virginia public high schools, score on the Principal Self-Efficacy Scale? 3: How do principals with 3 years or more of overall building principal experience, currently in fully accredited Virginia public high schools, score on the Principal Self-Efficacy Scale? 4: How do principals who have completed 3 years or more in their current administrative position in fully accredited Virginia public high schools, score on the Principal Self-Efficacy Scale? The outcomes of this research were expected to enhance the understanding of how the efficacy levels of building principals impact school leadership and student achievement. The findings from this research project will establish a guide for administrator preparation programs, professional development programs, and support programs for administrators of all experience levels. The data, findings, implications, and recommendations provided are aimed at increasing the Principal Self-Efficacy levels of school-based administrators, thus contributing to school improvement and overall school academic success.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Educational Leadership and Policy Studies

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2025

Author dc:creator

• Melbye, Will Adrian

Chair dc:contributor.committeechair

• Alexander, Michael D.

Committee members dc:contributor.committeemember

• Brinkmann, Jodie Lynn
• Lowery, Charles L.
• Cash, Carol S.

• School improvement

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:44384

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/136875