From Real to Digital Life: The Relationship between Students’ Perceptions of School Climate Openness, Self-efficacy, and Prosocial Gaming Behaviors

How Collective Efficacy Mediates the Association between Principal Instructional Leadership and Teacher Self-Efficacy: Findings from a Meta-Analytic Structural Equation Modeling (MASEM) Study

“…There is also a significant body of evidence indicating that principals engaging in instructional leadership can promote CEF 'by articulating an inspiring vision of learning for the school, setting attainable goals with teachers, clarifying standards of teacher and pupil performance, clarifying how teacher actions can positively impact students learning, and coaching teachers for success' [20] (p. 6). PIL also supports CEF by building a culture of cooperation and collaboration, which creates a schoolwide synergy to facilitate instructional improvement and student achievement [46,48,56,57]. As suggested by Goddard et al [28], PIL can provide 'a form of social persuasion that can positively influence collective efficacy beliefs', and 'enhance the resolve of teachers that they possess the ability necessary to achieve student learning goals' (p. 504).…”