Self-efficacy is a perceived judgment that one has the ability to execute a course of action that brings about a desired result. While a growing body of research demonstrates the importance of self-efficacy by school leaders, little is known about the different sources of principals’ self-efficacy. This qualitative study investigates the relevance of Bandura’s sources of self-efficacy and on potential additional sources. The analysis is based on semi-structured interviews with 23 primary school principals in Flanders (Belgium). The results reveal that mastery experiences prove to be the most powerful source of principal self-efficacy although they are mainly small successes and do not refer to extraordinary achievements or excellent results. This study also emphasizes the importance of verbal or social persuasion and gaining knowledge. Suggestions for further research, limitations and implications of this study are discussed.

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PurposeWork-related stress is a significant occupational health issue. Stress cannot be viewed separately from the perceptual or interpretive act by the individual. Self-efficacy is a personal characteristic that explains a high proportion of variation in the performance of school principals.Design/methodology/approachThe current study examines if the COVID-pandemic is related to burnout among school principals. Additionally, the study analyzes if the self-efficacy of school principals plays a mediating role in the impact that the COVID-19 crisis had on their burnout level. To explore this, the authors used survey data of 981 Flemish school principals.FindingsThe findings indicate that the COVID-19 pandemic is related to feelings of burnout among Flemish school principals. In addition, self-efficacy mediated the relationship between the COVID-19 scale and the four core subscales of burnout: exhaustion, mental distance, emotional impairment and cognitive impairment. No mediating effect of self-efficacy was found for the secondary symptoms of burnout, psychological distress and psychosomatic complaints.Originality/valueThis paper emphasizes the importance of school principal's self-efficacy experiences for crisis management. Implications for school leadership training and support are discussed.