International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2020, Vol. 16(1) 25-40

Teachers’ Self-Efficacy Perceptions in Terms of School Principal’s Instructional Leadership Behaviours

Necati Öztürk, Gökçe Özdemir & Sevilay Şahin

pp. 25 - 40   |  DOI: https://doi.org/10.29329/ijpe.2020.228.3   |  Manu. Number: MANU-1907-24-0003

Published online: February 09, 2020  |   Number of Views: 501  |  Number of Download: 1068


Abstract

The aim of this study is to analyse the effects of principals’ instructional leadership on the teachers' perceptions of their self-efficacy. Mixed method, in which quantitative and qualitative techniques are employed together, was used in order to analyse the data obtained. The sample for quantitative analysis included 435 teachers working in schools in Şahinbey Province and study group for qualitative analysis included 24 teachers working in these schools. For the quantitative data, regression and correlation analysis were done; for the quantitative data, descriptive and content analysis were done.  Data were obtained using Instructional Leadership Behaviours Scale (Hallinger, 2011) and Teachers' Self-Efficacy Perception Scale (Tschannen-Moran ve Woolfolk Hoy, 2001). According to the result of the study, there is a significant medium level relationship between principals’ instructional behaviours and teachers' self-efficacy. In addition, instructional leadership behaviours displayed by principals contribute positively to teachers' motivation and task focality, the development of learners' ability to learn, and the self-evaluation skills of the teachers about themselves and students.

Keywords: Instructional Leadership, Teachers' Self-efficacy, Primary School, Secondary School.


How to Cite this Article?

APA 6th edition
Ozturk, N., Ozdemir, G. & Sahin, S. (2020). Teachers’ Self-Efficacy Perceptions in Terms of School Principal’s Instructional Leadership Behaviours . International Journal of Progressive Education, 16(1), 25-40. doi: 10.29329/ijpe.2020.228.3

Harvard
Ozturk, N., Ozdemir, G. and Sahin, S. (2020). Teachers’ Self-Efficacy Perceptions in Terms of School Principal’s Instructional Leadership Behaviours . International Journal of Progressive Education, 16(1), pp. 25-40.

Chicago 16th edition
Ozturk, Necati, Gokce Ozdemir and Sevilay Sahin (2020). "Teachers’ Self-Efficacy Perceptions in Terms of School Principal’s Instructional Leadership Behaviours ". International Journal of Progressive Education 16 (1):25-40. doi:10.29329/ijpe.2020.228.3.

References

    Akram, M., Kiran, S. & İlğan, A. (2017). Development and validation of instructional leadership questionnaire. International Journal of Organizational Leadership, 6, 73-88.
    Anderson, R., Greene, M. & Loewen, P. (1988): Relationships among teachers’ and students’ thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34(2), 148-165.
    Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84, 191-215.
    Bandura, A. (1993). Perceived self-efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117-148.
    Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). Cambridge: Cambridge University Press.
    Bandura, A. (1997): Self-efficacy: The Exercise of Control. New York: W. H. Freeman and Company.
    Bandura, A. (1999). Social Cognitive Theory: An Agentic Perspective. Asian Journal of Social Psychology, 2(1), 21-41.
    Baumgartner, L. M. (2003). Self-directed learning: A goal, process, and personal attribute In L. Baumgartner (Ed.), Adult learning theory: A primer. (pp. 23 – 28) Columbus, OH: Center on Education and Training for Employment.
    Blase, J., Blase, J. (1999). Principals’ instructional leadership and teacher development: Teachers’ perspectives. Educational administration quarterly, 35(3), 349-378.
    Bellibas, M.S., Liu, Y. (2017). Multilevel analysis of The Relationship Between Principals’ Perceived Practices of Instructional Leadership and Teachers’ Self-Efficacy Perceptions. Journal of Educational Administration, 55 (1): pp. 49-69, DOI 10.1108/JEA-12-2015-0116.
    Berry, B. (2010). The Teachers of 2030: Creating a Student-Centered Profession for the 21st Century. Center for Teaching Quality
    Cagle, K., Hopkins, P. (2009). Teacher self-efficacy and the supervision of marginal teachers. Journal of Cross-Disciplinary Perspectives in Education, 2(1), 25-31.
    Caprara, G.V., Alessandri, G., Eisenberg, N. (2012). Prosociality: the contribution of traits, values, and self-efficacy beliefs. Journal of Personal and Social Psychology, 102(6), 289-303.
    Çalık, T., Sezgin, F., Kavgacı, H., Kılınç, A.Ç. (2012). Okul Müdürlerinin Öğretim Liderliği Davranışları ile Öğretmen Özyeterliği ve Kolektif Öğretmen Yeterliği Arasındaki İlişkilerin İncelenmesi. Kuram ve Uygulamada Eğitim Bilimleri Educational Sciences: Theory&Practice- 12(4) :2487-2504
    Çelik, V. (2013). Eğitimsel Liderlik. Ankara: Pegem Yayıncılık.
    DanleySr, W. E., Burch, B. G. (1978). Teacher perceptions of the effective instructional leader. Clearing House, 52(2), 78-79.
    Dede, Y., Demir, S.B. (2014). Karma Yöntem Araştırmaları. Nobel Yayıncılık.
    Dibapile, W. (2012). A review of literature on teacher efficacy and classroom management. Journal of College Teaching & Learning, 9(2), 79-92.
    Duyar, I., Gumus, S., Bellibas, M.S. (2013). Multilevel analysis of teacher work attitudes: the
    influence of principal leadership and teacher collaboration. International Journal of Educational Management, Vol. 27 No. 7, pp. 700-719.
    Evers, C. W., Lakomski, G. (1996). Exploring educational administration. Oxford: Elsevier Science Ltd. UK.
    Goddard, R. D.,Goddard, Y. L. (2001). A multilevel analysis of the relationship between Teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807-818.
    Gorton, R. A., Schneider, G. T. (1991). School-based leadership: Challenges and opportunities. Wm. C. Brown Publishers.
    Gruenert (2005). Correlations of collaborative school cultures with student achievement. NASSP Bulletin, 88(645), 43-53.
    Hallinger, P., J. Murphy. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217 247.
    Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership & Policy in Schools, 4(3), 221-239.
    Hallinger, P. (2011). A review of three decades of doctoral studies using the principal instructional management rating scale: A lens on methodological progress in educational leadership. Educational Administration Quarterly, 47 (2), 271-306.
    Hipp, K. A. (1995). Exploring the relationship between principals’ leadership behaviors and teachers’ sense of efficacy in Wisconsin Middle Schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database (UMI No: 9527144)
    Hipp, K.A. (1996). Teacher efficacy: influence of principal leadership behavior. Paper presented at the annual meeting of the American Educational Research Association, New York, NY, April.
    Hipp, K.A., Bredeson, P.V. (1995). Exploring connections between teacher efficacy and principals Leadership behaviors. Journal of School Leadership, Vol. 5 No. 2, pp. 136-150.
    Hoe, S. L. (2008). Issues and Procedures in Adopting Structural Equation Modeling Technique. Journal of Applied Quantitative Methods, 3(1), 76-83.
    Hooper, D.;Coughlan, J., Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6 (1), 53-60.
    Hoy, W. (2012) School characteristics that make a difference for the achievement of all students: A 40-year odyssey. Journal of Educational Administration, 50(1), 76- 97.
    Hsieh, H. & Shannon, S. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research. DOI: 10.1177/1049732305276687. http://qhr.sagepub.com/content/15/9/1277.
    Hughes, J.,Grossman, P., &Barker, D. (1990). Teachers’ expectancies, participation in consultations, and perceptions of consultant helpfulness. School Psychology Quarterly, 5(3), 167-179.
    Klein, J., Rice, C. (2012). U.S. education reform and national security. Task Force Report No. 68. Washington, DC: Council on Foreign Relations.
    Kurt, T., Duyar, I., Çalık, T. (2012). Are we legitimate yet? A closer look at the casual relationship mechanisms among principal leadership, teacher self-efficacy and collective efficacy. Journal of Management Development, 31(1) 71-86.
    Knowles, M. S., Holton, E. F., Swanson, R. A. (2005). The adult learner sixth edition: The definitive classic in adult education and human resource development. Burlington, MA: Elsevier
    Lee, V. E., Dedrick, R. F., Smith, J. B. (1991). The effect of the social organization of schools on teachers’ efficacy and satisfaction. Sociology of Education, 64 (3), 190-208.
    Lezotte, L. (1991). Correlates of effective schools: The first and second generation. Okemos, MI: Effective Schools Products.
    Mcevan, E. K. (1994). Steps to Effective Instructional Leadership: Corwin Pres. USA.
    McFarlann, G., S. (2014). Secondary Teachers’ Perceptions of Principals’ Instructional Leadership Behaviors on Self-Efficacy for Teachers of Remedial Students. Doktora tezi, The Faculty of the College of Graduate Studies Lamar University, Texas.
    Özdemir, S. ve Sezgin, F. (2002). Etkili okullar ve öğretim liderliği. Kırgızistan Türkiye Manas Üniversitesi Sosyal Bilimler Dergisi, 3, 266-282.
    Pajares, F. (2002): Overview of social cognitive theory and of self-efficacy. 23 Mart 2017 tarihinde http://www.des.emory.edu/mfp/eff.html adresinden erişildi.
    Rew, W.J. (2013). Instructional Leadership Practices and Teacher Efficacy Beliefs: Cross-National Evidence from Talis (Doctoral dissertation). Florida State University: Department of Educational Leadership and Policy Studies. Florida.
    Ross, J. A. (1994): “Beliefs that make a difference: the origins and impacts of teacher efficacy”. Paper presented at the Annual Meeting of the Canadian Association for Curriculum Studies, Haziran, 1994.
    Ross, J.A.,Gray, P. (2006). School leadership and student achievement: the mediating effects of Teacher beliefs. Canadian Journal of Education, Vol. 29 No. 3, pp. 798-822.
    Schunk, D. H. (1995): Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281-303). New York: Plenum Press.
    Soodak, L.ve Podell, D. (1996): “Teaching efficacy: Toward the understanding of a multi-faceted construct”. Teaching and Teacher Education, 12, 401-412.
    Şişman, M. (2004). Öğretim Liderliği. Ankara: Pegem A Yayıncılık. 
    Şişman, M. (2016). Şişman, M. (2016). Öğretim Liderliği Davranışları Ölçeği: Geçerlik, Güvenirlik ve Norm Çalışması.Kuram ve Uygulamada Eğitim Yönetimi 2016, Cilt 22(3) ss: 375-400.
    Teddlie, C., Kirby, P., Stringfield, S. (1989). Effective versus ineffective schools: Observable differences in the classroom. American Journal of Education, 97(3), 221-236.
    Thoonen, E.J., Sleegersb, P. J.C., Oorta, F. J., Peetsmaa, T. T.D. (2012). Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 23 (4), 441-460.
    Tschannen-Moran, M., Woolfolk Hoy, A., Hoy, W. K. (1998): “Teacher efficacy: Its meaning and measure”, Review of Educational Research, 68 (2), 202-248.
    Tschannen-Moran, M., Woolfolk Hoy, A. (2001): “Teacher efficacy: capturing an elusive construct”, Teaching and Teacher Education, 17, 783-805.
    Tschannen-Moran, M., Woolfolk Hoy, A. (2002). The influence of resources and support on teachers’ efficacy beliefs. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA, Nisan, 2002.
    Tschannen-Moran, M.,Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
    Walker, J., Slear, S. (2011). The impact of principal leadership behaviors on the efficacy of new and experienced middle school teachers. NASSP Bulletin, 95(1), 46-64. doi: 10.1177/0192636511406530
    Wallace Foundation. (2012). The school principal as leader: Guiding schools to better teaching and learning (p. 20). New York: Author.
    Yıldırım, A., Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara, Seçkin yayıncılık.