Instructional Leadership Practices and School Leaders' Self-Efficacy

Autor/inn/en	McBrayer, Juliann Sergi; Akins, Carter; Gutierrez de Blume, Antonio; Cleveland, Richard; Pannell, Summer
Titel	Instructional Leadership Practices and School Leaders' Self-Efficacy
Quelle	In: School Leadership Review, 15 (2020) 1, Artikel 13 (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-4998
Schlagwörter	Instructional Leadership; Leadership Effectiveness; Self Efficacy; Principals; Assistant Principals; Public Schools; Educational Improvement; Elementary Secondary Education; Coordination; Curriculum Development; Progress Monitoring; School Supervision; Professional Development; Predictor Variables + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Führungseffizienz; Self-efficacy; Selbstwirksamkeit; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Public school; Öffentliche Schule; Teaching improvement; Unterrichtsentwicklung; Koordination; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulaufsicht; Prädiktor
Abstract	The purpose of this quantitative study was to investigate instructional leadership practices and the degree to which these practices predict the leadership self-efficacy of school leaders while controlling for years of experience as a school leader. With educational reform focused on school accountability, principals must attend to tasks that lead to school improvement. Identifying such tasks as instructional leadership practices and gaining a more comprehensive understanding of instructional leadership practices through leadership self-efficacy may contribute to school improvement. The methodology utilized a survey and the participants were 100 principals and assistant principals of public schools in the southeastern United States, spanning 18 school districts and 180 schools. The findings revealed that supervising and evaluating instruction and monitoring student progress were significant positive predictors of leadership self-efficacy for the entire sample of respondents whereas coordinating curriculum was only approaching significance. This pattern shifted, however, when the sample was divided between principals and assistant principals. For practical implications, educational leaders and key constituents may consider these results for reflection on practice as well as planning professional learning for skill development to attain school improvement. Recommendations for future research include expansion of the population to include participants in other locations as well as the inclusion of additional instructional leadership practices. (As Provided).
Anmerkungen	Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01