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Principal Leadership and Teachers' Sense of Self-Efficacy| A Meta-Analysis

<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&rsquo; 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&rsquo;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&rsquo; sense of self-efficacy. The research questions for this study were as follows: (a) To what extent is school principal leadership associated with teachers&rsquo; sense of teaching efficacy? and (b) Does the relationship between school principal leadership and teachers&rsquo; sense of teaching efficacy vary as a function of the measured leadership constructs? (Abstract shortened by ProQuest.)</p>

Identiferoai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10075623
Date05 April 2016
CreatorsKirk, James M.
PublisherThe George Washington University
Source SetsProQuest.com
LanguageEnglish
Detected LanguageEnglish
Typethesis

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