Building on Dr. Tschannen-Moran & Dr. Gareis’ research into principal self-efficacy, as well as Dr. Dweck’s work regarding growth mindset, this study explores the relationship between principals’ performance on the Pennsylvania Framework for Leadership evaluation tool and their corresponding self-reported degree of self-efficacy and growth mindset. Principals in one Pennsylvania County were included in the sample and asked to complete an electronic survey comprised of: (a) demographic questions, (b) performance evaluation data, (c) mindset scales, and (d) principal self-efficacy scales. The data analysis consisted of both a linear regression of principal performance on principals’ mindset, moral leadership self-efficacy, and instructional self-efficacy scores. Additionally, correlation matrices were employed to identify the presence and direction of relationships between self-efficacy levels and the degree of growth mindset reported by principals.
Results demonstrated a positive association between principals’ instructional self-efficacy reports and their overall performance evaluation. Alternatively, both growth mindset and moral leadership self-efficacy evidenced a negative association. There was no association reflected between growth mindset and either the overall self-efficacy measure, nor the sub-scale self-efficacy measures. A secondary relationship revealed a negative association between school performance profile (SPP) and growth mindset. This relationship held true in subsequent regression analyses.
|Commitee:||Arghode, Vishal, Bradley, James|
|Department:||Organizational Learning and Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 78/06(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School counseling, Educational psychology|
|Keywords:||Educator effectiveness, Growth mindset, Principal evaluation, Principal performance, School principals, Self-efficacy|
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