Effects of Principals’ Support on Teachers’ Self -Efficacy in Integrating e-learning in the Jordanian Discovery Schools

Abstract

This study examines the effect of perceptions of principals' support of teachers in Jordan Discovery schools on the integration of e-learning into their teaching. 350 teachers were randomly stratified from a total of 2,389 teachers from all the secondary Discovery schools in the four districts (strata) of the capital, Amman. The dependent variable was the integration of e-learning. The independent variable was the perception on the Principals' support needed for the integration of e-Learning and the moderating variable was the gender and teaching experiences. The responses from the survey were analyzed with descriptive statistics and two-way ANOVA. The findings of this study exhibit moderate levels of self-efficacy. From the perspective of self-efficacy, there were significant differences among the means for main effect for both teachers' teaching experience and gender on the integration of e-learning.

“A Compliment is all I need” – Teachers Telling Principals How to Promote Their Staff's Self-Efficacy

“…A link between teacher self-efficacy and the behavior of the principal has been identified by many researchers (Al-Rawajfih, Fook Fong, & Syed Idros, 2010;Caprara, Barbaranelli, Steca, & Malone, 2006;Demir, 2008;Martinez-Pons & Smyth, 2006;Tschannen-Moran, Woolfolk-Hoy, & Hoy, 1998). Within the school, the principal was found to be responsible for maintaining a supportive and productive atmosphere (Hoy, Tarter, & Witkoskie, 1992), by establishing strong lines of communication with the teachers (Blase & Kirby, 2000;Whitaker, 2003), listening attentively (Fullan, 2001), and formally and informally recognizing outstanding work performed both in and outside of the classroom (Hipp, 1996;Marzano, Waters, & McNulty 2005).…”