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Your search keyword '"leader self-efficacy"' showing total 3 results
Start Over Descriptor "leader self-efficacy" Topic educational leadership
3 results on '"leader self-efficacy"'

1. Israeli Students' Evaluations Regarding Leadership Education in Post-Primary Schools.

Author

Perets, Shenhav, Davidovitch, Nitza, and Lewin, Eyal

Subjects
EDUCATIONAL leadership, TEENAGE girls, YOUTHS' attitudes, SECONDARY education, HIGH school students
Abstract

This article examines the way students attending middle and high schools in Israel evaluate leadership education in their schools and the extent to which it contributes to their leader self-efficacy. Based on 376 questionnaires completed by teenage girls (n = 243) and boys (n = 133) who attend middle and high school in the public education system in Israel, it focuses on their perceptions regarding their school as their main leadership development establishment. Using a Likert scale to measure attitudes and perceptions of youth leadership, the questionnaire was used to investigate the following topics: the school's efforts to impart leadership and encourage leadership and leadership ability, their self-perceptions of leadership ability, and the impact of the school staff on their leadership development. Students expressed discontent with the school's ability to impart and motivate leadership, and family members and youth organizations are perceived as more influential. Students in middle schools participate more in leadership programs but evaluate the school's contribution to leadership development less favorably than high school students. Although girls and boys are participating in leadership programs at a similar rate, girls' leader self-efficacy is relatively low. Implementing leadership education has some deficiencies that require policymakers to make necessary adjustments regarding age and gender. [ABSTRACT FROM AUTHOR]

Published
2023
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2. Predictive Correlation Between Leader Self-Efficacy, Emotional Intelligence, Years of Experience, and Transformational Leadership of Physician Assistant Program Directors

Author

Kulo, Violet A

Subjects
transformational leadership, leader self-efficacy, emotional intelligence, years of experience, physician assistant program directors, Educational Leadership
Abstract

The purpose of this quantitative, predictive correlational study was to investigate the relationship between leader self-efficacy, emotional intelligence, years of experience, and transformational leadership practices of physician assistant (PA) program directors. This study is important in providing a greater understanding of the internal determinants and factors that influence the program directors’ beliefs in their success and effectiveness as leaders. Participants for this study included a sample of 86 PA program directors across the United States. Data were collected using the Leader Efficacy Questionnaire, Wong and Law Emotional Intelligence Scale, Leadership Practices Inventory, and a demographic questionnaire administered via a survey. Multiple linear regression was used to examine the predictive relationship between the variables. The findings revealed that there was a statistically significant predictive relationship between transformational leadership practices and the linear combination of leader self-efficacy, emotional intelligence, and years of experience. This study’s findings can be used to develop more targeted professional development to enhance PA program directors’ leadership effectiveness. Recommendations for future research include conducting qualitative research to gain a deeper understanding of program directors’ use of transformational leadership, examining other demographic variables as predictors, and replicating the study in other health professions programs.

Published
2024

3. Novice Principals’ Views of Instructional Leadership and Organizational Improvement: Two Case Studies

Author

Barnitz, Elizabeth Downing

Subjects
Educational administration, Educational leadership, Elementary education, Leader Self-Efficacy, Mental Models, Novice Principals, Organizational Improvement, Stressors, Teacher Supervision and Evaluation
Abstract

Recently, researchers and policymakers have been calling on principal preparation programs to equip prospective leaders with education and training in effective instructional leadership practices as well as in school improvement strategies (Grossman, 2011; Leithwood, Louis, Anderson, & Wahlstrom, 2004; The Wallace Foundation, 2009). Kellar and Slayton’s (2013) and Martinez-Kellar’s (2012) review of the historical progression of school leadership studies identified a transition from a concern with leadership effects on schools (often examined through a quantitative framework) to a concern with the psychological and organizational dimensions of leading people in an organizational context. Martinez-Kellar’s (2012) case study of two high school principals indicated that high leader self-efficacy interacted with mental models to foster conditions to promote organizational improvement. The purpose of the current study was to explore two new elementary principals’ views of instructional leadership (including possible tensions between evaluation and supervision) as well as views of their roles to facilitate organizational improvement in low-performing schools. Principal interviews were semi-structured, and following the lead of earlier research (Kellar & Slayton, 2013), focused on the conditions/ability new principals believed were important for organizational improvement. Data collection also included two teacher interviews from each site, district and site documentation, and site walkthroughs with each principal. Case descriptions were constructed examining the organizational setting and principal perspectives on instructional leadership and organizational improvement using the conceptual framework guiding the study.

Published
2016

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