Correlational Study between Teacher Perceived High School Principal Leadership Style and Teacher Self-Efficacy

Autor/in	Riggs, Robert
Titel	Correlational Study between Teacher Perceived High School Principal Leadership Style and Teacher Self-Efficacy
Quelle	(2017), (154 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-6994-2
Schlagwörter	Hochschulschrift; Dissertation; High Schools; Secondary School Teachers; Principals; Leadership Styles; Self Efficacy; Correlation; Rural Schools; Learner Engagement; Teaching Methods; Classroom Techniques; Teacher Effectiveness; Questionnaires; Transformational Leadership; Predictor Variables; Statistical Analysis; South Dakota; Multifactor Leadership Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; Oberschule; Principal; Schulleiter; Führungsstil; Self-efficacy; Selbstwirksamkeit; Korrelation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fragebogen; Prädiktor; Statistische Analyse; South-Dakota
Abstract	This quantitative correlational study addressed the concept that teacher-perceived high school principal leadership style correlated with teacher self-efficacy. A relationship existed between teacher self-efficacy and student outcomes and research indicated a relationship between leadership style and teacher self-efficacy. Also, the effect of principal leadership on teacher self-efficacy indicated a relationship to classroom effectiveness. This study consisted of 139 certified high school teachers from rural public high schools in the state of South Dakota. This study sought to answer three research questions: 1) If there was a relationship between rural South Dakota high school teacher-perceived principal leadership style and teacher efficacy in student engagement, 2) If there was a relationship between rural South Dakota high school teacher-perceived principal leadership style and teacher efficacy in instructional strategies, 3) If there was a relationship between rural South Dakota high school teacher-perceived principal leadership style and teacher efficacy in classroom management. Teachers completed the Teacher's Sense of Efficacy Scale and Multifactor Leadership Questionnaire. Findings revealed a significant correlation between perceived principal leadership style and teacher efficacy in two out of three leadership factors, including an overall significant predictor from the third factor, indicating an overall significant relationship between perceived principal leadership style and teacher efficacy (F[subscript (7, 121)] = 3.11, p = 0.005, R[superscript 2] = 0.14), which may influence student outcomes. This research may assist school principals, school boards and state educational systems to create training programs and initiatives to improve principal leadership and teacher efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01