The purpose of this quantitative, correlational study was to investigate if and to what extent Northeast PA middle school principals’ use of a Transformational Leadership (TL) style related to their teachers’ perceptions of self-efficacy. TL includes four specific leadership behaviors: intellectual stimulation, idealized influence, inspirational motivation, and individual consideration. The sample included 217 middle-grade teachers (4 th–8th) from six middle schools in four school districts. Instruments included: the Multi-Leadership Questionnaire (MLQ) on Transformational Leadership (TL) behaviors, and Bandura’s Teacher Self-Efficacy Scales (TSES). Transformational leadership and teacher self-efficacy were the theories used to undergird the study. Results indicated that principals’ TL style did have a statistically significant relationship with teacher self-efficacy in regard to total score (rs = .331, p < .001), and a statistically significant relationship with each of the four components of transformational leadership: intellectual stimulation (rs = .301, p < .001); idealized influence (r s = .273, p < .001); inspirational motivation ( rs = .289, p < .001); and individual consideration (rs = .243, p < .001). Results revealed that teacher perceptions of their principals’ TL were related to higher levels of teacher self-efficacy. These results offer new insight and add to the existing body of knowledge on how principals can build higher performing schools by transforming teacher self-efficacy through attitudes of empowerment, growth, and improvement. The results of this study have implications for school leaders of all levels, educational researchers, and teachers in regard to facilitating teacher self-efficacy development by engaging in transformational leadership behaviors.
|Commitee:||Fredericks, Lee, Montgomery, Helen|
|School:||Grand Canyon University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 79/09(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Middle School education, Education Policy, Educational administration, Education|
|Keywords:||Principal leadership, Teacher empowerment, Teacher self-efficacy, Transformational leadership|
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