This study explores school district supports for leader efficacy. Enhancing
leadership self and collective efficacy (LSE & LCE) positively impacts leader
performance, which advances student learning and supports school improvement. I
conducted a bounded case study of an urban school district. Evidence of district
conditions and supports came from district documents, a survey and interview data. LSE
and LCE were measured for 32 principals and vice-principals. This study supports the
findings of an earlier study that identified ways in which district leaders, through district conditions, have the greatest impact on LSE and LCE. Evidence revealed that the district under study satisfied these conditions and also showed strong measurements of both LSE and LCE. The results show this district is finding effective ways to support and enhance
LSE and LCE. District conditions are described and recommendations for continued
improvement made.
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/2669 |
| Date | 29 April 2010 |
| Creators | Baldwin, Caroline Michele |
| Contributors | McGregor, Catherine |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
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