Dissertation/Thesis Abstract

Principal Leadership and Teachers' Sense of Self-Efficacy: A Meta-Analysis
by Kirk, James M., Ed.D., The George Washington University, 2016, 137; 10075623
Abstract (Summary)

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.)

Indexing (document details)
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
Publication Number: 10075623
ISBN: 978-1-339-58255-9
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