Thesis (M.Ed.)--University of Hong Kong, 1982. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 97-101). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 181-198). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references. Also available in print.

Thesis (Ed. D.)--UCLA, 20089. / Vita. Includes bibliographical references (leaves 199-205).

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: Elizabeth Lugg (chair), Al Azinger, Paul Vogt, Fred Singleton. Includes bibliographical references (leaves 83-87) and abstract. Also available in print.

The purpose of this study was to determine if there was a relationship between principal self-efficacy and personal characteristics, school conditions, and professional preparation among a selected group of Texas, public school principals. The survey instrument included the Principal Self-Efficacy Scale (PSES) developed by Tschannen-Moran & Garies in 2004, and other items. The survey instrument was electronically distributed to a random sample of 965 Texas, public school principals. From that population, 289 principals completed the survey for a response rate of 30%. Statistical Package for the Social Sciences (SPSS) was used for the analyses which included descriptive statistics, correlations, and analysis of variance. Additionally, factor analysis and reliability were calculated for the PSES. The factor structure and reliability found in this study closely mirrored the results of earlier investigations, providing further support for the reliability and validity of the PSES. Out of 12 variables examined in relation to principal self-efficacy, a statistically significant relationship was found for gender, years of teaching experience, level, SES, parental involvement, and student discipline. However, all six of the statistically significant variables had a small effect size indicating limited practical significance. The results of this study support the need for continued research of principal self-efficacy beliefs. Principal self-efficacy research may help explain the relationships between effective principals and effective schools.