Leading by example: A case study of the influence of principal self-efficacy on collective efficacy
Self-efficacy is a perceived judgment that one has the ability to execute a course of action that brings about a desired result. Principal self-efficacy describes a set of beliefs that enable a principal to enact policies and procedures that promote the effectiveness of a school. Principal self-effi...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2017-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2017.1286765 |
| _version_ | 1797717074724782080 |
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| author | Tena M. Versland Joanne L. Erickson |
| author_facet | Tena M. Versland Joanne L. Erickson |
| author_sort | Tena M. Versland |
| collection | DOAJ |
| description | Self-efficacy is a perceived judgment that one has the ability to execute a course of action that brings about a desired result. Principal self-efficacy describes a set of beliefs that enable a principal to enact policies and procedures that promote the effectiveness of a school. Principal self-efficacy beliefs are also important because they guide the leader’s actions and behaviors that affect expectations for students as well as teachers’ motivation and school improvement processes. In this qualitative case study, we sought to understand teachers’ perceptions of how the self-efficacy beliefs and actions of the principal contributed to the school’s collective efficacy. The study featured a single embedded case design highlighting one high poverty rural middle school with very high levels of achievement. While collective efficacy was developed through fidelity to instructional initiatives and relationship building among staff, the efficacy beliefs and actions of the principal influenced the school’s collective efficacy by creating a steadfast instructional focus, developing teacher leaders, and leading by example. |
| first_indexed | 2024-03-12T08:31:02Z |
| format | Article |
| id | doaj.art-99951324b6f24a71845483ac31a69d4b |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T08:31:02Z |
| publishDate | 2017-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-99951324b6f24a71845483ac31a69d4b2023-09-02T17:40:25ZengTaylor & Francis GroupCogent Education2331-186X2017-01-014110.1080/2331186X.2017.12867651286765Leading by example: A case study of the influence of principal self-efficacy on collective efficacyTena M. Versland0Joanne L. Erickson1Montana State UniversityMontana State UniversitySelf-efficacy is a perceived judgment that one has the ability to execute a course of action that brings about a desired result. Principal self-efficacy describes a set of beliefs that enable a principal to enact policies and procedures that promote the effectiveness of a school. Principal self-efficacy beliefs are also important because they guide the leader’s actions and behaviors that affect expectations for students as well as teachers’ motivation and school improvement processes. In this qualitative case study, we sought to understand teachers’ perceptions of how the self-efficacy beliefs and actions of the principal contributed to the school’s collective efficacy. The study featured a single embedded case design highlighting one high poverty rural middle school with very high levels of achievement. While collective efficacy was developed through fidelity to instructional initiatives and relationship building among staff, the efficacy beliefs and actions of the principal influenced the school’s collective efficacy by creating a steadfast instructional focus, developing teacher leaders, and leading by example.http://dx.doi.org/10.1080/2331186X.2017.1286765principal self-efficacycollective efficacyprincipal leadershipsingle case study |
| spellingShingle | Tena M. Versland Joanne L. Erickson Leading by example: A case study of the influence of principal self-efficacy on collective efficacy Cogent Education principal self-efficacy collective efficacy principal leadership single case study |
| title | Leading by example: A case study of the influence of principal self-efficacy on collective efficacy |
| title_full | Leading by example: A case study of the influence of principal self-efficacy on collective efficacy |
| title_fullStr | Leading by example: A case study of the influence of principal self-efficacy on collective efficacy |
| title_full_unstemmed | Leading by example: A case study of the influence of principal self-efficacy on collective efficacy |
| title_short | Leading by example: A case study of the influence of principal self-efficacy on collective efficacy |
| title_sort | leading by example a case study of the influence of principal self efficacy on collective efficacy |
| topic | principal self-efficacy collective efficacy principal leadership single case study |
| url | http://dx.doi.org/10.1080/2331186X.2017.1286765 |
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