Analyzing Effectiveness of Principal Instructional Leadership: A Self-Other Congruence Perspective

• In Event: Roundtable Session 28
  In Roundtable Session: International Perspectives of Effective School Leadership Development

Abstract

Contemporary approaches to principal instructional leadership calls for team approach between principals and teachers. Measuring effectiveness of principal instructional leadership in such participative environments requires the utilization of multi-source feedback mechanisms. The purpose of this study was to examine whether the simultaneous inclusion of principal (self) and teacher (others) ratings of principal instructional leadership has any effect on teacher self-efficacy. A two-level hierarchical linear modeling research design was employed. Participants included stratified two-stage probability samples of 11,333-teachers and 672-principals in four OECD countries. Findings showed that principal-teacher incongruence regarding principal instructional leadership was significantly and negatively associated with teacher self-efficacy across countries. Findings also showed that utilization of self-other congruence in educational contexts may have both evaluative and developmental implications.

Authors

• Seung-Hwan Ham, Hanyang University

• Ibrahim Duyar, University of Arkansas at Little Rock

• Sedat Gumus, Necmettin Erbakan University