Investigating the Use and Design of Immersive Simulation to Improve Self-Efficacy for Aspiring Principals

Abstract

Aim/Purpose: Improving public schools is a focus of federal legislation in the United States with much of the burden placed on principals. However, preparing principals for this task has proven elusive despite many changes in programming by institutions of higher learning. Emerging technologies that rely on augmented and virtual realities are posited to be powerful pedagogical tools for closing this gap. Background: This study investigated the effects of immersive simulation technologies on principals’ self-efficacy after treatment and the perceived significance of the design of the immersive simulation experience as an effective tool for adult learners. Methodology: The investigator employed a multiple-methods study that relied on a purposive sample of graduate students enrolled in educational leadership programs at two small universities in the southeastern United States. Participants completed a two-hour module of immersive simulation designed to facilitate transfer of knowledge to skills thereby increasing their self-efficacy. Contribution: This paper contributes to a small body of literature that examines the use of immersive simulation to prepare aspiring principals. Findings: The findings indicate moderate effect sizes in changes in self-efficacy, positive attitudes toward immersive simulation as a pedagogical tool, and significance in the design of immersive simulation modules. This suggests that immersive simulation, when properly designed, aids principals in taking action to improve schools. Recommendations for Practitioners: Educational leadership programs might consider the use of immersive simulations to enhance principals’ ability to meet the complex demands of leading in the 21st century. Impact on Society: Principals may be more adept at improving schools if preparation programs provided consistent opportunities to engage in immersive simulations. Future Research: Future research should be conducted with larger sample sizes and longitudinally to determine the effectiveness of this treatment.

Increasing self-efficacy through immersive simulations: Leading professional learning communities.

“…Thus, this study confirms many others on immersive simulation that examine an increase in self-efficacy as a primary measure of participation (e.g., Badiee & Kaufman, 2015;Bautista 2013;Peterson, 2014). Previous studies also have examined increases in self-efficacy for educational leaders specifically in school law (Gilbert, 2017); however, to date, none have examined increases in self-efficacy of leading professional learning communities through immersive simulations.…”

“…Occupational self-efficacy (heretofore referred to as self-efficacy) was measured using a modified version of this previously developed selfefficacy scale to allow for specificity in self-efficacy related to running professional learning communities. While this instrument has not been fully psychometrically evaluated, the previous version of it was found to be reliable with the internal consistency found very high at pre-and posttest, α = 0.89 and 0.92 respectively (Gilbert, 2017). Cronbach's alpha demonstrates the extent to which responses of a related set of items are similar, with Cronbach's α ≥ .70 considered a strong indicator of reliability (Moore, Notz, & Fligner, 2013).…”

“…Those involved in leadership education, who focus specifically on the preparation of educational leaders and their responsibility to orchestrate and direct school improvement, may want to consider the use of immersive simulations as a pedagogical tool. Specifically, this pedagogy shows promise when used as a tool in preparing educational leaders in school law (Gilbert, 2017) and as a means to increase leaders' self-efficacy in leading professional learning communities. Given that both teacher and collective efficacy have an impact on a school's ability to improve, along with Stoll and his colleagues ' (2006) assertion that professional learning communities are a promising means to building improvement capacity, arming school and district leaders with the belief that they can lead and support professional learning communities could be an important focal point in their preparation and in school improvement efforts.…”

Reflections on Active Learning in Leadership Development

“…Research on active learning in educational leadership preparation remains small, limited to tracking its prevalence (Robey & Bauer, 2013) and providing case studies on specific innovations such as simulations (DeJong & Grundmeyer, 2018; Staub & Bravender, 2014), problem-based learning (Copland, 2003), and other active learning strategies (Darling-Hammond et al, 2010). Much of the research is limited to what candidates are able to do and learn through these experiences and the nature of shifts in candidates’ leadership identity and perspectives (Gilbert, 2017; Hallinger & Bridges, 2017; Hallinger et al, 2017; Schechter, 2011). Even much of the case study research is scant, and becoming somewhat dated, as attention to innovative pedagogical practices in leadership preparation has waned in recent years.…”

Increasing self-efficacy through immersive simulations: Leading professional learning communities

“…Occupational self-efficacy (heretofore referred to as selfefficacy) was measured using a modified version of this previously developed selfefficacy scale to allow for specificity in self-efficacy related to running professional learning communities. While this instrument has not been fully psychometrically evaluated, the previous version of it was found to be reliable with the internal consistency found very high at pre-and posttest, α = 0.89 and 0.92 respectively (Gilbert, 2017). Cronbach's alpha demonstrates the extent to which responses of a related set of items are similar, with Cronbach's α ≥ .70 considered a strong indicator of reliability (Moore, Notz, & Fligner, 2013).…”