Exploring the sources of self-efficacy by Flemish school principals in primary education

Abstract

Self-efficacy is a perceived judgment that one has the ability to execute a course of action that brings about a desired result. While a growing body of research demonstrates the importance of self-efficacy by school leaders, little is known about the different sources of principals’ self-efficacy. This qualitative study investigates the relevance of Bandura’s sources of self-efficacy and on potential additional sources. The analysis is based on semi-structured interviews with 23 primary school principals in Flanders (Belgium). The results reveal that mastery experiences prove to be the most powerful source of principal self-efficacy although they are mainly small successes and do not refer to extraordinary achievements or excellent results. This study also emphasizes the importance of verbal or social persuasion and gaining knowledge. Suggestions for further research, limitations and implications of this study are discussed.

Leading Schools During a Global Crisis: Kazakhstani School Leaders’ Perspectives and Practices

“…Understandably, intensive communication during school closures increased the workload for most school leaders in Kazakhstan, similar to international evidence (Bellemans et al, 2023; Kristensen et al, 2024). Although past research does not address the correlation between high work intensity and school types, location, and school leader gender, the current study reveals that urban school leaders faced a significant increase in their workload compared to their rural counterparts.…”

“…Firstly, while previous international literature has highlighted how teachers’ insufficient digital competence impacted the effectiveness and frequency of online lessons during school closures (König et al, 2020; Lepp et al, 2021), the current study extends our understanding of how school leaders addressed this issue by supporting teachers’ digital literacy and navigating disparities in professional development opportunities. Secondly, while prior international research has recognized the significance of maintaining regular lines of communication with stakeholders, including parents (McLeod & Dulsky, 2021), resulting in school leaders’ workload intensity (Bellemans et al, 2023; Kristensen et al, 2024), the current study has identified the unequal distribution of the burden of intensive communication among school leaders. Thirdly, while existing literature has touched on teacher autonomy in academic matters during the pandemic (Azhari & Fajri, 2022; Chang et al, 2022; Keese et al, 2022; Kramer et al, 2023), this study examined the intersection of leadership practices regarding autonomy with school type, location, and school leaders’ gender.…”

“…Similarly, a survey of 45 school leaders from the US reported that the technologically driven nature of communicating with stakeholders exhibited some challenges (Okilwa & Barnett, 2021). The intensity of communication was challenging for school leaders and increased their workload (Bellemans et al, 2023; Kristensen et al, 2024). However, the evidence reviewed does not indicate the extent to which the burden of intensive communication was unequally distributed across school leaders.…”

Mediation Effect of Self-Efficacy on Situational Leadership Style and Leader's Support to Teacher's Performance

“…According to Bellemans & Devos (2021), they analyzed Bandura's sources of self-efficacy and speculated on possible additional factors. Despite being mostly little triumphs that don't pertain to anything particularly noteworthy, the findings show that mastery experiences appear to be the most significant source of primary selfefficacy.…”