School leaders’ self-efficacy and its impact on innovation: Findings of a repeated measurement study

Abstract

In many studies, school leaders’ self-efficacy has been shown to be relevant for the successful development of schools, as well as indirectly for student learning. The current study examines the extent to which leaders’ self-efficacy prior to the COVID-19 crisis affected their schools’ innovative coping during the first pandemic-related school closure in 2020. To explore this, we used quantitative data from a repeated measurement survey of a representative sample of 493 school leaders in Germany, here with two measurement time points before and during the school closure phase. The results of structural equation analyses indicate that school leaders’ self-efficacy had a significant impact on both the width and depth of the innovations introduced at schools during the crisis. Other control variables, such as school leaders’ leadership experience or school size, showed no significant effects. This emphasises the importance of school leaders’ self-efficacy experiences for crisis management and leadership. Implications for school leadership training and support, as well as for further research, are discussed.

Investigating Teacher’s Digital Technology use Through a Modified Technology Acceptance Model Framework: a Survey In Indonesia Capital City Buffer Areas

“…As shown in the earlier section, investigation on the moderating effects of TAM's core variables resulted in significant results. In educational context for instance, Tongrugjun (2023) highlighted the significant mediating roles of perceived usefulness and perceived ease of use on innovative leadership towards digital technology adoption in schools in line with some other studies' results on technology adoption (Röhl et al, 2022;Tarrés & Macau, 2021;Tongrugjun et al, 2023). Even more, a study by Hu et al (2003) signifies the role of perceived usefulness and perceived ease of use as prominent factors influencing the acceptance of technology in teaching as the study investigating 134 public school teachers in Hongkong resulted in strong moderating effects on external variables towards learning technology acceptance in schools.…”

“…In search of new factors that significantly influence one's technology acceptance, some researchers were investigating the mediating role of TAM on innovative leadership towards the actual use of technology (Röhl et al, 2022;Tarrés & Macau, 2021;Tongrugjun et al, 2023). In other research contexts, researchers combined the technology readiness construct with the predictive power of technology acceptance model (Prasad et al, 2021;Rahim et al, 2022).…”

Jewish and Arab teachers' views on school communications, innovation and commitment after COVID-19: sector of education as a moderator

“…With the rapid spread of COVID-19, teachers in schools are required to develop new teaching skills and facilitate meaningful learning experiences (Pietsch et al. , 2023; Röhl et al. , 2022).…”

“…However, the investigation of the impact of an innovative climate in schools has become especially important in the wake of the COVID-19 pandemic. With the rapid spread of COVID-19, teachers in schools are required to develop new teaching skills and facilitate meaningful learning experiences (Pietsch et al, 2023;R€ ohl et al, 2022).…”

“…, 2021; Harris and Jones, 2020). Effective communication and collaboration were crucial for leaders to navigate the challenges and facilitate innovative coping strategies (Röhl et al. , 2022).…”