<p> Assistant principals enact a plethora of work roles within their single position. They are required to manage multiple work roles with constant contradictions of role expectations. The position of assistant principal "is acknowledged to be an important actor on the school scene despite the rather limited attention given to that role by educational researchers, administrator preparation programs, and professional associations" (Greenfield, 1985, p.7). This study explored the role conflict and role ambiguity assistant principals face in their multiple work roles and the relationship these variables have to the secondary assistant principal's general perceived self-efficacy. A social theoretical lens was used to examine identity theory and self-concept in order to gain insight into the paradoxical nature of the interrole conflict and role ambiguity of secondary assistant principals in two regions of Virginia's public schools. Role conflict (RC) and role ambiguity (RA) were measured using the Rizzo, House, and Lirtzman (1970) scale. The General Self-Efficacy (GSE) scale developed by Schwarzer and Jerusalem (1995) was used the collect data on the general perceived self-efficacy of assistant principals. The data indicated that there was a significant relationship between role ambiguity and general self-efficacy; there was not a significant relationship between role conflict and general self-efficacy; and that neither role ambiguity nor role conflict were predictive of general self-efficacy. </p><p> <i>Keywords:</i> role conflict, role ambiguity, general self-efficacy, secondary assistant principals, role theory.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3557489 |
| Date | 03 May 2013 |
| Creators | Byrd-Poller, Lynda D. |
| Publisher | The George Washington University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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