School Administrators’ Self-Efficacy Beliefs and Leadership Styles

Abstract

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.

Career resilience and self-efficacy of Greek primary school leaders in times of socioeconomic crisis

“…Gender has no effect on shaping the levels of principals' self-efficacy either. This finding is consistent with the findings of the research of Cobanoglu and Yurek (2018), Virga (2012) and Tschannen-Moran and Gareis (2004). However, it contradicts the findings of other research.…”

“…Primary school principals show very high levels of self-efficacy, indicating that they are fully aware of their abilities, especially when it comes to management issues of their school unit. The principals are aware of the actions required in order to improve school learning, as many researchers have also pointed out (Cobanoglu and Yurek, 2018; Dahlkamp et al. , 2017; Federici and Skaalvik, 2011; Fisher, 2014; Lazaridou and Beka, 2015; Tschannen-Moran and Gareis, 2004; Virga, 2012).…”

“…School principals' self-efficacy is associated with adaptability, flexibility, persistence in achieving goals (Federici and Skaalvik, 2011; Tschannen-Moran and Gareis, 2004) and creation of a healthy school climate (Dahlkamp et al ., 2017). Finding financial resources and maintaining staff in the school unit ensures quality in teaching and learning (Federici and Skaalvik, 2011) leading to the creation of an effective school unit (Cobanoglu and Yurek, 2018). Principals with high levels of self-efficacy draw strength from their personality and experience, regulate their personal expectations when responding to difficult situations with confidence, remain calm and have a sense of humor (Tschannen-Moran and Gareis, 2004).…”

Implementation of CAT in Indonesia School: Current Challenges & Strategies

“…The results showed that PhysTHOTS-CAT was valid for measuring the HOTS of Physics of class X SMA students according to teacher and student assessments of PhysTHOTS-CAT material and media of 82.28%. Thus, it can be concluded that PhysTHOTS-CAT can be used and is feasible to measure the Physics HOTS of class X SMA students [24].…”

An Overview of Students’ HOTS to Develop Instructional Kit for Disaster Mitigation based on Vocational Education

“…Students are asked to analyze flood problems and then evaluate and create various solutions to the problems. It will directly improve HOTS (Hugerat & Kortam, 2014;Husamah et al, 2018;Istiyono et al, 2018;Ramadhan et al, 2019). Students, however, must have an eagerness and strong motivation to study that will facilitate the improvement of the skills (Hsiao et al, 2016;Talmi et al, 2018).…”