"A Compliment Is All I Need"--Teachers Telling Principals How to Promote Their Staff's Self-Efficacy

Autor/in	Kass, Efrat
Titel	"A Compliment Is All I Need"--Teachers Telling Principals How to Promote Their Staff's Self-Efficacy
Quelle	In: Alberta Journal of Educational Research, 59 (2013) 2, S.208-225 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Self Efficacy; Teacher Administrator Relationship; Administrator Behavior; Principals; Statistical Analysis; Cohort Analysis; Interviews; Grounded Theory; Leadership Styles; Communication Strategies; Feedback (Response); Social Environment; Professional Identity; Values; Mixed Methods Research + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Principal; Schulleiter; Statistische Analyse; Kohortenanalyse; Interviewing; Interviewtechnik; Führungsstil; Kommunikationsstrategie; Soziales Umfeld; Wertbegriff
Abstract	The purpose of the present study is to compare the perceptions of teachers representing opposite ends of the self-efficacy spectrum regarding the effects of the principal's behavior on their professional self-efficacy. In the first quantitative stage, a statistical procedure was conducted to identify the two groups of teachers: a group of 16 teachers with a high self-efficacy and a group of 14 teachers with a low self-efficacy. In the second and main stage, the qualitative stage, the teachers were asked about their professional successes and failures, using in-depth, open-ended interviews. Data were analyzed using grounded theory. Five categories of management style were found pertinent to both groups: modes of communication, feedback from the principal, social atmosphere, strength of the principal, and shared values. Differences found between the two participant groups regarding each management style category are discussed. Findings also indicate that the human aspect of teacher-principal relations is the decisive factor determining those teachers' sense of professional self-efficacy. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10