School Administrator Efficacy: Assessment of Beliefs About Knowledge and Skills for Successful School Leadership

McCollum, Daniel L.; Kajs, Lawrence T.

doi:10.1016/s1479-3660(07)10008-1

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…The success of the school administrators on this hard mission depends on the positive perception of them tow ards having self-efficacy for the task. McCollum and Kajs (2015) point out that self-efficacy is an important factor for the motivation becaus e people tend to avoid actions that they believe they would fail. Required skills and knowledge are not enough to complete a task, besides "the belief of having these" is also necessary.…”

Section: School Administrators' Self-efficacy Beliefsmentioning

confidence: 99%

“…Leithwood (2008) underlined that this self-confidence is a significant property for an effective leadership in leaders hip literature. What McCollum and Kajs (2015) also added that the actions of the leaders are affected by their thoughts and beliefs. Self-efficacy of the school administrators is the belief towards the ability to develop the i nstruction and student learning.…”

Section: School Administrators' Self-efficacy and Leadership Stylementioning

confidence: 99%

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School Administrators’ Self-Efficacy Beliefs and Leadership Styles

Çobanoğlu¹,

Yurek²

2018

EUROPEAN J ED RES

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The effectiveness of schools, that is, their ability to achieve their predetermined goals depends on many variables but especially the effectiveness of the administrators who are responsible f or the implementation of the educational programs and curricula. An administrator must have a healthy perception of being "an effective administrator" in order to be able to demon strate expected roles successfully. Concerning school effectiveness, in addition to the emphasis of self-efficacy of administrator, the leadership role of the educational administrators has gained importance with modern educational administration approaches. If an administrator wants to be effective, he/she must act as a leader and convince followers. In this context, when questioning the effectiveness of schools, it is important to determine the level of self-efficacy perceptions of administrators and to determine the leadership styles displayed by them. In this study, it was aimed to examine whether there is a significant relationship between the perceived self-efficacy belief and leadership style. The results show that self-efficacy perceptions of the administrators make a difference in their leadership style and there is a relationship between the self-efficacy belief and exhibitors of transformational leadership behaviors; the more administrators feel themselves efficient, the more they exhibit transformational leadership behaviors.

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Section: School Administrators' Self-efficacy Beliefsmentioning

confidence: 99%

Section: School Administrators' Self-efficacy and Leadership Stylementioning

confidence: 99%

School Administrators’ Self-Efficacy Beliefs and Leadership Styles

Çobanoğlu¹,

Yurek²

2018

EUROPEAN J ED RES

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“…It is known that internal motivations such as the desire to be successful, self-confidence, sense of competence, self-esteem and psychological resilience determine the limits of the level of self-efficacy. The motivation potential of the manager to increase the performance of the employees and the ability of the manager to manage his/her emotions represent this dimension (McCollum and Kajs, 2015).…”

Section: Sayfa 642mentioning

confidence: 99%

Evaluation of Primary School Administrators' Self-Efficacy Levels and School Leadership Practices

IŞIKTAŞ,

ÖZSAT,

ŞENOL

et al. 2023

Uluslararası Anadolu Sosyal Bilimler Dergisi

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The aim of this study is to evaluate the self-efficacy levels and school leadership practices of school administrators working in primary schools affiliated to the TRNC Ministry of National Education and Culture. The universe of the research consists of teachers and school administrators working in primary schools affiliated to the Ministry of National Education and Culture, Primary Education Department in the 2020-2021 academic year. The Universe of the research consists of 90 primary school, 1717 primary school teachers and 186 administrators. A total of 400 individuals, 350 teachers and 50 school administrators, were included in the study, selected by randomized sampling method. The data were collected through the survey consisting of Demographic Information Form, the Self-Efficacy Perception Scale and the School Leadership Scale. Both groups were given the Demographic Information Form prepared by the researchers, and the Administrator Self-Efficacy Perception Scale was presented to the school administrators, and the School Leadership Scale was presented to the teachers. SPSS 25 package program was used for statistical analysis of the data. Kruskal-Wallis H and Man Whitney-U tests were used to analyze the data. The analysis of data showed that the self-efficacy perceptions of the administrators were high. In the study, it was determined that there was no statistically significant difference between the self-efficacy perceptions of the administrators and the variables of gender, working time at the school, and the task variables, while the difference between the education level and the scores obtained from the Ethical Self-Efficacy sub-dimension in the Administrator Self-Efficacy Scale was statistically significant; It has been determined that the Ethics sub-dimension scores of the managers with a graduate degree are higher than those with a bachelor's degree. However, in the study, it was found that the self-efficacy levels of the managers differed according to their seniority in management; It was revealed that the scores of the administrators with low seniority from the Psychological Self-Efficacy sub-dimension in the Administrator Self-Efficacy Scale were higher than the school administrators with high seniority. The school leadership practices of the administrators were examined according to the opinions of the teachers and it was concluded that the school leadership scores of the administrators were high in the dimensions of support, cooperation and openness. In the study, it was also determined that there was no statistically significant difference between the gender, faculty graduated, tenure at the school, branch and seniority variables, and the school leadership scores of the administrators. It has been determined that scores of the teachers with a graduate education level from the school leadership scale are higher than the teachers with a bachelor's degree. It is important to organize in-service training courses in order to increase the self-efficacy perceptions of managers. It will be beneficial for both teachers and administrators to implement the necessary incentive programs for teachers and administrators to develop themselves professionally by the Ministry of National Education.

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“…Efficacy is a tool that serves to understand the thoughts and the motivation of the school administrators. At the same time, efficacy is related to the behavior of administrators and the school environment they create (McCollum & Kajs, 2007). Leithwood and Jantzi (2008) group the school leader's perception of efficacy into two groups; his beliefs about his self-efficacy to improve teaching and learning (Leader's Self Efficacy) and his beliefs about the collective capacity of colleagues in surrounding schools to improve learning (Leader's Collective Efficacy).…”

Section: Introductionmentioning

confidence: 99%

The Investigation of School Administrators' English Self-efficacy Beliefs

AKKOYUN

Akyürek²

2022

Language Teaching and Educational Research

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The purpose of this study is to determine the English self-efficacy beliefs of school administrators. The research adopts the cross-sectional survey model to determine the English self-efficacy beliefs of school administrators. The sample of the study consists of 305 administrators working in schools in the districts of Konya, Turkey. In the study, the “English self-efficacy belief scale” developed by Hancı Yanar and Bümen (2012) was used to determine English self-efficacy beliefs. The measurement tool used in the study was applied in April 2022. According to the results of the study, school administrators' English self-efficacy beliefs are at a low level (the level of "very little fits"). While the level of English self-efficacy beliefs of school administrators showed a significant difference according to the variables of duty, professional seniority and administration seniority, there was no significant difference based on gender, age, educational status and school type variables. Language activities can be organized in schools with the participation of all education stakeholders in order to increase the English self-efficacy of school administrators depending on the language training to be carried out.

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School Administrator Efficacy: Assessment of Beliefs About Knowledge and Skills for Successful School Leadership

Cited by 4 publications

References 6 publications

School Administrators’ Self-Efficacy Beliefs and Leadership Styles

School Administrators’ Self-Efficacy Beliefs and Leadership Styles

Evaluation of Primary School Administrators' Self-Efficacy Levels and School Leadership Practices

The Investigation of School Administrators' English Self-efficacy Beliefs

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