Leading by example: A case study of the influence of principal self-efficacy on collective efficacy

Versland, Tena; Erickson, Joanne L

doi:10.1080/2331186x.2017.1286765

Cited by 31 publications

(38 citation statements)

References 15 publications

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“…Extant research studies on teachers' sense of efficacy have consistently identified this construct as a significant predictor of teacher performance (Goddard et al, 2004;Ross and Gray, 2006;Ross and Bruce, 2007;Gavora, 2010;Demirdag, 2015;Versland and Erickson, 2017). Bandura (1997) described it as the self-regulatory mechanism which determines teachers' performance.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

“…So, they set high goals for themselves and their students, try harder to achieve these goals, and persist through obstacles and difficulties. However, teachers with low sense of efficacy have little belief in their successes, avoid expending efforts since failure is inevitable, and repeated failure threatens self-esteem (Bandura, 1997;Goddard and Goddard, 2001;Tschannen-Moran and Woolfolk Hoy, 2001;Ross and Gray, 2006;Ware and Kitsantas, 2007;Demirdag, 2015;Versland and Erickson, 2017).…”

Section: Teachers' Sense Of Efficacymentioning

confidence: 99%

“…Here, a teacher's sense of efficacy influences his or her behaviour through his or her cognitive processes (goal setting); motivational processes (attribution of success or failure); affective processes (mastery over negative feelings); and selection processes (decisionmaking). The centrality of these four domains to the successful execution of tasks have been highlighted in several studies following Bandura (Tschannen-Moran & Woolfolk Hoy, 2001;Goddard & Goddard, 2001;Ross and Bruce, 2007;Ware and Kitsantas, 2007;Versland and Erickson, 2017).…”

Section: Introductionmentioning

confidence: 97%

“…Understood as the teacher's judgement that he or she has the ability to execute the courses of action required to achieve student learning (Gavora, 2010), research studies have shown that teachers' sense of efficacy is a significant predictor of their performance and student learning (Goddard et al, 2004;Ross and Gray, 2006;Ross and Bruce, 2007;Klassen et al, 2011;Demirdag, 2015;Versland et al, 2017). For instance, in their systematic review of empirical research studies on teacher efficacy between 1998-2009, Klassen and colleagues (2011) acknowledged the scholarly consensus on teachers' sense of efficacy as a significant predictor of their performance and student academic achievements (p.22-23).…”

Section: Introductionmentioning

confidence: 99%

“…In consequence, there are volumes of empirical research studies which have consistently shown that teachers' sense of efficacy is significantly related to various elements of the school such as student academic achievements, teacher performance, job satisfaction and professional commitment (Chen, 2003;Chen and Zimmerman, 2007;Caprara et al, 2006;Linnenbrink and Pintrich, 2010. Other research studies also investigated the sources for the development of teachers sense of efficacy (Bandura, 1997;Tschannen-Moran and McMaster, 2009). Yet, other studies too examined the impact of principals' leadership practices on teachers' sense of efficacy (Ryan, 2007;Shumate, 2011;Espinoza, 2013;Ling et al, 2015;Short, 2016;Versland and Erickson, 2017;Gkolia et al, 2018). While most of these studies demonstrate the statistically significant relationships between teachers' sense of efficacy and influential factors…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Tutors’ Demographic Factors on their Self-Efficacy Beliefs: A Study of the University Colleges of Education in Ghana

2019

JEP

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Findings of extant research studies have consistently demonstrated that teachers' sense of efficacy is a significant predictor of their performance. While various factors such as mastery experience, vicarious experience, social persuasion and affective states are presented as sources for the development of teachers' sense of efficacy, other variables such as principals' transformational leadership practices, continuous professional development programs have equally been identified as effective means to enhancing teachers' sense of efficacy. However, what is less studied and very much less researched is the impact of teachers' demographic factors on teachers' sense of efficacy. This study examined the relationship between demographic factors such as gender, academic qualification and experience and tutors' sense of efficacy in the University Colleges of Education in Ghana. Using responses from 434 tutors, the study used independent sample test (t-test) and analysis of variance (ANOVA) to examine this relationship. Results indicate that demographic factors such as gender and qualification accounted for variations in tutors' sense of efficacies in student engagement, instructional strategies and classroom management.114 such as sources of efficacy, principal leadership and teacher professional development (Ross and Bruce, 2007;Ware and Kitsantas, 2007;Tschannen-Moran and McMaster, 2009), what is less studied and very much less researched is the extent to which teacher demographic factors such as age, gender, race, qualification and experience impact on teachers' sense of efficacy. This current study investigates the relationship between tutors' demographic factors such as gender, academic qualification and years of experience their sense of efficacies in the University Colleges of Education in Ghana.

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Section: Discussion Of Findingsmentioning

confidence: 99%

Section: Teachers' Sense Of Efficacymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Impact of Tutors’ Demographic Factors on their Self-Efficacy Beliefs: A Study of the University Colleges of Education in Ghana

2019

JEP

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Assessing Academic Self-efficacy

DiBenedetto

Schunk

2022

Academic Self-Efficacy in Education

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Leading-by-example: a meta-analysis

Eisenkopf,

Kölpin

2023

J Bus Econ

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We provide a parsimonious model of leadership in social dilemma situations and test it with a meta-analysis of experimental studies. We focus on studies with treatments that allow for sequential contributions to a public good [as in Güth et al. (J Public Econ 91:1023–1042, 2007)]. The group members observe the contribution of a leader before contributing themselves. We compare the results with simultaneous contribution treatments from the same studies. Our results confirm that the establishment of a leader indeed leads to persistently higher and more coordinated contributions. As predicted, the aggregate effect remains stable over time and increases in group size even though leaders and followers have more divergent contribution patterns in larger groups. We also find empirical support for an explanation of the observed ‘leader’s curse’.

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Leading by example: A case study of the influence of principal self-efficacy on collective efficacy

Cited by 31 publications

References 15 publications

The Impact of Tutors’ Demographic Factors on their Self-Efficacy Beliefs: A Study of the University Colleges of Education in Ghana

The Impact of Tutors’ Demographic Factors on their Self-Efficacy Beliefs: A Study of the University Colleges of Education in Ghana

Assessing Academic Self-efficacy

Leading-by-example: a meta-analysis

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