Improving supervision of cooperative learning: A new approach to staff development for principals

Licklider, Barbara L.; Niska, John M.

doi:10.1007/bf00122136

Cited by 6 publications

(3 citation statements)

References 5 publications

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“…Despite differences in measures of principal self-efficacy the available research indicates that principal self-efficacy is associated with principal well-being and motivation as well as adaptive leadership functioning. Principal self-efficacy has been shown to be positively associated with engagement (Federici and Skaalvik 2011), job satisfaction (Federici and Skaalvik 2012), persistence in pursuing goals (Osterman and Sullivan 1996), motivation for retaining in the principal position (Dimmock and Hattie 1996), the quality of supervision of teachers (Licklider and Niska 1993), collective teacher efficacy (Hallinger et al 2018), and effort to influence teacher attitudes and behaviors (see Hallinger et al 2018). Principal self-efficacy has also been shown to be negatively related to burnout and motivation to leave the principal position (Federici and Skaalvik 2012).…”

Section: Principal Self-efficacymentioning

confidence: 99%

School principal self-efficacy for instructional leadership: relations with engagement, emotional exhaustion and motivation to quit

Skaalvik

2020

Soc Psychol Educ

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The current study explored relations between principal self-efficacy for instructional leadership, emotional exhaustion, engagement, and motivation to quit the work as a principal. Participants in the study were 340 principals in elementary school and high school in five randomly selected counties in Norway. The theoretical frameworks for the study were self-efficacy theory and theoretical perspectives on instructional leadership. A new 15-item "Norwegian self-efficacy for instructional leadership scale" consisting of five subscales was developed and tested by means of confirmatory factor analyses. Both a model defining five correlated primary factors (Model 1) and a model defining a single second order factor (Model 2) had good fit to the data. SEM analysis revealed that self-efficacy for instructional leadership was negatively related to emotional exhaustion and positively related to engagement, indicating good criterion validity of the scale. Self-efficacy was also negatively related to motivation to quit. This relation was indirect and mediated through both emotional exhaustion and engagement. The dimension of self-efficacy for instructional leadership that was most strongly associated with emotional exhaustion and engagement was self-efficacy for motivating teachers. The dimension that was most weakly related to these variables was self-efficacy for creating a positive and safe learning environment for the students.

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Section: Principal Self-efficacymentioning

confidence: 99%

School principal self-efficacy for instructional leadership: relations with engagement, emotional exhaustion and motivation to quit

Skaalvik

2020

Soc Psychol Educ

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“…For example, efficacious principals tend to be more persistent in pursuing goals and are more adaptable to changes (Osterman and Sullivan 1996). According to Licklider and Niska (1993), principals' self-efficacy is related to the quality of supervision of teachers (Licklider and Niska 1993). Principals' level of self-efficacy also influences their effort, work persistence and resilience in the face of setbacks (Tschannen-Moran and Gareis 2004).…”

Section: Principal Self-efficacy and Work Engagement: Assessing A Normentioning

confidence: 99%

Principal self-efficacy and work engagement: assessing a Norwegian Principal Self-Efficacy Scale

Federici

Skaalvik

2011

Soc Psychol Educ

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One purpose of the present study was to develop and test the factor structure of a multidimensional and hierarchical Norwegian Principal Self-Efficacy Scale (NPSES). Another purpose of the study was to investigate the relationship between principal self-efficacy and work engagement. Principal self-efficacy was measured by the 22-item NPSES. Work engagement was measured by a modified version of the Utrecht Work Engagement Scale (UWES). The participants in the study were 300 principals randomly drawn from the population of Norwegian principals. Data were collected by means of an electronic questionnaire. Both the NPSES and the UWES were investigated through confirmatory factor analyses (CFA) before two structural equation models were tested. Both models specified principal self-efficacy as an exogenous variable and work engagement as an endogenous variable. The data were analyzed by means of a SEM analysis for latent variables using the AMOS 18 program. Three different models of NPSES were tested. Both a first-and second-order CFA confirmed that principal self-efficacy constitutes eight dimensions. Furthermore, both structural models had an acceptable fit to data and revealed that principal self-efficacy was positively related to work engagement. The results of the study are discussed together with limitations and suggestions for further research.

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“…From the few studies that have been conducted into the self-efficacy of school principals, it appears that self-efficacy has an influence on (a) the efforts they make, (b) their perseverance in this and (c) the resilience to work-related problems (Federici and Skaalvik, 2011; Tschannen-Moran and Gareis, 2004). Furthermore, the self-efficacy of a school principal would also have an influence on the attitudes and performance of his or her team (Licklider and Niska, 1993). Self-efficacy of principals is negatively correlated with burnout of principals and positively correlated with their job satisfaction (Evers et al, 2002; Friedman, 1995, 2002; Skaalvik and Skaalvik, 2007, 2009).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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

Bellemans¹,

Devos²

2021

Educational Management Administration & Leadership

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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.

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Improving supervision of cooperative learning: A new approach to staff development for principals

Cited by 6 publications

References 5 publications

School principal self-efficacy for instructional leadership: relations with engagement, emotional exhaustion and motivation to quit

School principal self-efficacy for instructional leadership: relations with engagement, emotional exhaustion and motivation to quit

Principal self-efficacy and work engagement: assessing a Norwegian Principal Self-Efficacy Scale

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

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