Date of Award

Summer 6-10-2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor/Committee Member

Thomas Alsbury

Second Advisor/Committee Member

John Bond

Third Advisor/Committee Member

William Prenevost

Keywords

social cognitive theory, self-efficacy, collective efficacy, leadership efficacy, Albert Bandura, principal self-efficacy

Abstract

Cognitive psychologist Albert Bandura has made significant contributions to psychology and education since the 1950s. His social learning theory continues to have considerable influence in the study of human agency and in the related study of self-efficacy. A recent development in the study of self-efficacy concerns the perceived self-efficacy of school leaders, particularly of school principals. Researchers have developed instruments to measure this construct that identifies supportive elements associated with positive self-efficacy perceptions of principals. This study measured the perceived self-efficacy of principals using the Principal Self-Efficacy Scale (PSES). The study also measured the correlation between the principal’s level of self-efficacy score, and the belief that they will implement TPEP successfully in their schools. This study found an overwhelming majority of principals (91 percent) believed they would successfully implement TPEP. There was a small correlation between the PSES score and their belief that they can successfully implement TPEP in their school (r = .222, n = 336, p < .001). Implications provide additional validation to the strength of the PSES as an instrument as well as Bandura’s Triadic Reciprocal Causation theory applied to principal self-efficacy. Implications also may help inform the educational community about the correlation of principal self-efficacy to enact significant change and the importance of measuring and developing higher self-efficacy in leaders.

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