Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership

Abstract

Department heads are increasingly responsible for instructional leadership. Therefore, it is important to understand the antecedents of self-efficacy in their work, which can motivate them to increase their leadership efforts. Our theoretical model depends on principals' feedback for department heads, department heads' trust in their principals, and perceptions of time pressure. We argue that the relational trust between department heads and principals creates social exchanges that catalyze department heads' self-efficacy in instructional leadership, perceived job autonomy, and perceived role clarity. We explored our theoretical model using structural equation modeling of cross-sectional survey data completed anonymously by department heads. We found that effective feedback-based school leadership is positively related to department heads' self-efficacy and perceptions of job autonomy and role clarity, with relational trust between the principal and department heads playing a key role. Time pressure is also positively associated with department heads' mentoring selfefficacy. This study fills a gap in the literature and contributes to the field of leadership in learning by explaining the various antecedents to department heads' self-efficacy, perceived job autonomy, and role clarity.

Senior leaders’ theories of action for managing subject departments as a school improvement strategy

“…These tasks were not fulfilled by the senior leaders at Andes and, as explained by the principal, his "hands-off" approach sought to demonstrate his trust in teachers' capacities. Trust, of course, is a key resource for instructional leadership that circulates along the leadership hierarchy and among actors at the same level (Brandmo et al, 2021).…”

“…In secondary schools, studies have documented that principals’ leadership functions are exercised directly and indirectly through the distribution of some of these functions to department heads (Brandmo et al, 2021; Harris et al, 1995; Plessis and Eberlein, 2018). Principals must ensure that strong organization, policies and routines are in place to effectively distribute leadership functions to department heads (Bendikson et al, 2012; Mascall et al, 2008).…”

Combining capacity for instructional leadership with individual core practices in the Norwegian policy context

“…For example, findings from two recent studies on Norwegian school principals established a direct link between the capacity for instructional leadership and principals’ self-efficacy (Skaalvik, 2020). Further, a study on Norwegian heads of departments revealed a similar pattern; a capacity for instructional leadership was positively related to job satisfaction and negatively related to turnover intention (Brandmo et al, 2019). Our study follows this line of reasoning and formulates the following research question:…”

Öğretmenlerin Liderlik Özyeterliği ile Okul Müdürü Olma İstekleri Arasındaki İlişkide Liderlik Etme Motivasyonun Aracılık Rolü

“…Zira yeterlilik hissi sayesinde, bu bireyler, liderliğin yükleyebileceği maliyetleri nasıl dengeleyebileceklerini tahmin edebilmektedirler. Herhangi bir ek fayda sağlamasalar da liderlik rolünü benimsemeleri ve bu rol sayesinde görev ve sorumluluk duygusunu tatmin edebilmeleri onlar için yeterli olmaktadır (Brandmo, Tiplic ve Elstad, 2021). Bu çıkarımların ışığında aşağıdaki hipotez geliştirilmiştir: H4: Liderlik özyeterliği liderlik etme motivasyonunu olumlu yönde yordamaktadır.…”