Looking at the Big Picture by Examining Structural Relationship Mechanisms Among Principal Leadership, Teacher Self-Efficacy, and Collective Efficacy

• In Event: It’s the Principal of the Matter

Abstract

The purpose of this study was to examine the mechanisms through which the transformational leadership of principals affect collective efficacy and self-efficacy of teachers. A causal comparative research design was employed to study the direct, indirect, and mediating relationships among these three constructs. The participants included a cluster-random sample of 813 primary school teachers. Data gathering instrument incorporated the Multifactor Leadership Questionnaire, Collective Teacher Efficacy Scale, and Teacher’s Sense of Efficacy Scale. A structural equation modelling was employed to test the research models and hypotheses. Findings demonstrated that the collective efficacy and transformation leadership jointly shape teachers' self-efficacy. The study has illuminated whether principal leadership contributes to educational outcomes by testing causal relationships between principal leadership and teacher self-efficacy.

Authors

• Ibrahim Duyar, University of Arkansas at Little Rock

• Carolyn Pearson, University of Arkansas at Little Rock

• Alicia Ann Cotabish, University of Central Arkansas

• Nancy Lee Ras, Walden University