Principals' sense of efficacy

Tschannen‐Moran, Megan; Gareis, Christopher R.

doi:10.1108/09578230410554070

Cited by 163 publications

(71 citation statements)

References 23 publications

(35 reference statements)

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“…School cultures and principals' Teachers and Teaching: theory and practice 769 leadership have a key role in (re)shaping teachers' response to the institutional and situational constrains of schools as their workplace (Flores, 2004;Gu & Johansson, 2012;Tschannen-Moran & Gareis, 2004;Weiss, 1999). Below we outline how these variables could be explored with the view to their potential to support or suspend teacher agency.…”

Section: School Environmentmentioning

confidence: 97%

“…Principal's leadership is another potentially significant factor affecting teacher agency influential for spearheading the change efforts (Tschannen-Moran & Gareis, 2004), setting shared goals and vision, building of professional communities within schools, and for developing teachers, including their sense of efficacy and self-worth by recognising accomplishments, providing opportunities for participation in decision-making and collaboration (Flores, 2004;Gunter, 2012) for fighting educational inequality (Gu & Johansson, 2012). Existing typologies could be used to study the interactions between agency and various principal's leadership models and characteristics (see e.g.…”

Section: School Environmentmentioning

confidence: 99%

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A model for study of teacher agency for social justice

Pantić

2015

Teachers and Teaching

142

148

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Internationally teachers are called upon to act as agents of change. However, there is little clarity about the kind of change teachers are expected to contribute to and even less empirical evidence about the ways teacher agency operates in schools and beyond. Empirical analyses of teacher agency require a clear articulation of the purpose and content of such agency in relation to a particular aspect of change, which could then help us specify appropriate units of analysis and generate hypotheses based on the insights provided by previous research. This paper articulates a model for study of teacher agency as a process whereby teachers act strategically to transform the risks of exclusion and underachievement into inclusion and improved outcomes for all students in contexts of cultural and social diversity. The model is guided by social theories of human agency within social structures and cultures, applied to the empirical insights into teachers' inclusive practices. Potentially appropriate units of analysis and related variables are proposed, and face-validated in consultation with 12 experts from Scotland including teachers, (deputy) head teachers, researchers, teacher educators and policy-makers. The units include teachers' inclusive practices at individual, school and broader policy and social levels, teachers' moral purposes and competence as agents of change for inclusive education, scope of teachers' autonomy including individual, collective and contextual variables, and teachers' reflexivity. Implications for future research and teacher education are discussed.

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Section: School Environmentmentioning

confidence: 97%

Section: School Environmentmentioning

confidence: 99%

A model for study of teacher agency for social justice

Pantić

2015

Teachers and Teaching

142

148

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“…Self-efficacy is a basic characteristic of a successful leader (Tschannen-Moran & Gareis, 2004). The position of a school director is a leadership position.…”

Section: Introductionmentioning

confidence: 99%

Effect of Communication Competence on Self-Efficacy in Kaohsiung Elementary School Directors: Emotional Intelligence as a Moderator Variable

Chang¹,

Hu²

2017

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Modern schools are faced with enormous pressure and require educators to constantly grow professionally in response to various social changes. Thus, in the light of current challenges, this study examined the self-efficacy of elementary school directors. The relationships between and influences on communication competence, emotional intelligence (EI), and self-efficacy were investigated through the example of Kaohsiung elementary school directors, and the moderating effect of EI on the relationship between communication competence and self-efficacy was tested. This study employed a questionnaire survey through which an effective sample of 272 Kaohsiung elementary school directors was obtained. Research tools included Spitzberg and Cupach's (1989)

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“…The principal is regarded as a key agent, initiating change by raising the level of expectations for both teachers and students (Tschannen-Moran & Gareis, 2004). Leadership self-efficacy is important because it affects followers' attitudes and performance (Chemers, Watson, & May, 2000;Lehman, 2007).…”

Section: Principal Self-efficacymentioning

confidence: 99%

Turkish Version of the Principals’ Sense of Efficacy Scale: Validity and Reliability Stud

Işık¹,

Derinbay²

2015

EJER

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Problem Statement: Principals are known as important actors in effective schools. So it is important to know which variables influence principals' success. One of these predictors can be self-efficacy. However, there is very few research about principals' sense of efficacy. Purpose of the Study:The purpose of this research was to test the psychometric properties of the Turkish version of the Principal Sense of Efficacy Scale (PSES-T).Method: Confirmatory and Exploratory factor analysis were conducted in order to determine the factor structure of the scale. Two independent samples of school administrators were used for this analysis. The relationship between social support and PSES-T were also examined in order to test the concurrent validity of the scale. Finally, internal consistency of scale was tested by using Cronbach alpha.Findings: Confirmatory factor analyses (CFA) were performed using maximum likelihood estimations, in order to assess the structural validity of the Turkish version of PSES. The model indices were χ2/df= 2,80, CFI=.873, TLI=.87, RMSEA= .100, SRMR=.064, suggesting an unacceptable fit of the model to the data. Concluding that 3 factor 18-item PSES did not fit the data obtained from a Turkish sample, an exploratory factor analysis (EFA) was conducted to further explore the factor structure of the 18-item PSES that better represented the sample data. EFA results showed strong evidence for a single factor structure of scale. Total variance explained by a single factor was 41% and factor loadings ranged from .50-.74 (M=.64). Based on the results of the EFA, the single factor model with 18 items was tested on a second sample by using CFA with the maximum likelihood method. Results indicated that single factor PSES met goodness-of-fit criteria; χ2/df= 1.6, CFI=.95, TLI= .94, RMSEA= .06, and SRMR=.04. As to the reliability results, Cronbach's Alpha was calculated as .94 for the whole scale. Also, low to moderate correlations were found between social support, and PSES was evidence for concurrent validity of scale. Conclusion and Recommendations:The overall findings of the present study provide evidence for the validity and reliability of the PSES with a Turkish sample. Validation and reliability studies of the PSES within different cultural contexts and samples are crucial for the generalizability of the scale. The current study is important in terms of bringing this scale into Turkish literature.

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Principals' sense of efficacy

Cited by 163 publications

References 23 publications

A model for study of teacher agency for social justice

A model for study of teacher agency for social justice

Effect of Communication Competence on Self-Efficacy in Kaohsiung Elementary School Directors: Emotional Intelligence as a Moderator Variable

Turkish Version of the Principals’ Sense of Efficacy Scale: Validity and Reliability Stud

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