<p> Researchers have explored various antecedents to teacher efficacy in an effort to shape leadership practice to promote this elusive construct. This study was conducted as a meta-analysis of the extant literature regarding principal leadership and teachers’ sense of self-efficacy. After a comprehensive search, a sample of 29 studies were determined to have met the inclusion criteria for this meta-analysis. These studies referenced Bandura’s theory of self-efficacy as a theoretical framework and tested a correlation between teacher efficacy and principal leadership.</p><p> The purpose of this study was to deepen the understanding of how much, if at all, principal leadership affects teachers’ sense of self-efficacy. The research questions for this study were as follows: (a) To what extent is school principal leadership associated with teachers’ sense of teaching efficacy? and (b) Does the relationship between school principal leadership and teachers’ sense of teaching efficacy vary as a function of the measured leadership constructs? (Abstract shortened by ProQuest.)</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10075623 |
| Date | 05 April 2016 |
| Creators | Kirk, James M. |
| Publisher | The George Washington University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0016 seconds