The Relationship Between Educational Leadership and Teachers’ Self-Efficacy

Abstract

Leadership style of school principals is considered an influential factor in teachers' self-efficacy. However, very few studies have explored the relationship between the transformational and transactional leadership style of school principals and self-efficacy of teachers. The aim of this study is to investigate the relationship between teachers' self-efficacy and their perceptions of leaders/principals' behaviour, with a special focus on the transactional and transformational leadership practices. Quantitative research design employing a stratified random sampling was used for this study. A total of (n= 357) teachers were surveyed, using the Multifactor Leadership Questionnaire (MLQ) and Bandura's Instrument for self-efficacy. The strongest correlation was noticed between Idealized influence and self-efficacy for climate in schools (r = .377, p<.001), while Individual Consideration was found to be the strongest predictor of self-efficacy for teaching F (1,355) = .363, p<.000) with an R 2 of .132. All four attributes of transformational leadership and two attributes of transactional leadership (contingent reward and active management by exception) were significantly associated with attributes of self-efficacy, whereas passive management by exception was the only leadership trait that was correlated negatively with self-efficacy. Results could point to contextual and cultural explanations regarding the perception of authority and leadership. Further work is needed to provide a better understanding of the relationship between attributes of transformational and transactional leadership and selfefficacy. The study provides practical implications that can be used in educational settings.

Biology Teacher Procedural Justice Based on School Leadership and Personality

“…the higher the personality of a teacher, the better procedural justice. This result is supported by the research of Hoxha&Hyseni-Duraku which states that there is a relationship between teacher leadership and teacher progress [12].…”

Self-esteem, study skills, self-concept, social support, psychological distress, and coping mechanism effects on test anxiety and academic performance

“…Moreover, the effectiveness of educational leadership skills, as factors that enable students’ success, also impacts self-efficacy of teachers and should be part of further research evaluating the school’s impact on students’ academic success. Specifically, transactional leadership attributes, contingent reward, and management by active exception have been found to be positively correlated with the self-efficacy of teachers ( Hoxha and Duraku, 2017 ).…”

Effects of School Climate and Parent Support on Academic Performance: Implications for School Reform

“…While many scholars worldwide have addressed the issue of school climate, few, if any, have considered its dynamics in the western Balkans and the Kosovo region. Like other low- and middle-income countries, Kosovo is still facing issues related to education reform, including the challenge presented by the numerous indicators impacting student learning (Hoxha & Hyseni-Duraku, 2017). Teachers’ poor performance and lack of knowledge and skills, school leaders’ lack of clear descriptions of competencies and duties, and low-quality education are among the main obstacles that have been reported to influence education in Kosovo Avdiaj, 2015; Islami, 2018; Rama, 2011).…”