Researchers have explored various antecedents to teacher efficacy in an effort to shape leadership practice to promote this elusive construct. This study was conducted as a meta-analysis of the extant literature regarding principal leadership and teachers’ sense of self-efficacy. After a comprehensive search, a sample of 29 studies were determined to have met the inclusion criteria for this meta-analysis. These studies referenced Bandura’s theory of self-efficacy as a theoretical framework and tested a correlation between teacher efficacy and principal leadership.
The purpose of this study was to deepen the understanding of how much, if at all, principal leadership affects teachers’ sense of self-efficacy. The research questions for this study were as follows: (a) To what extent is school principal leadership associated with teachers’ sense of teaching efficacy? and (b) Does the relationship between school principal leadership and teachers’ sense of teaching efficacy vary as a function of the measured leadership constructs? (Abstract shortened by ProQuest.)
|Advisor:||Dannels, Sharon A.|
|Commitee:||DeSander, Marguerita, Hughes, Lesley|
|School:||The George Washington University|
|Department:||Educational Leadership and Administration|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 77/08(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Leadership, Meta-analysis, Principal leadership, Self-efficacy, Teacher efficacy|
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