ERIC Number: ED396409
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
Teacher Efficacy: Influence of Principal Leadership Behavior.
Hipp, Kristine A.
This paper presents findings of a study that explored the relationships among principals' leadership behaviors and teacher efficacy in Wisconsin middle schools involved in building-level change efforts. An adaptation of Bandura's social cognitive learning theory of self-efficacy (A. Woolfolk and W. Hoy 1993) provided the theoretical framework. Phase 1 of the research surveyed 10 principals and 280 teachers from 10 middle schools. Principals and teachers completed The Nature of Leadership Survey (Leithwood 1993) and teachers completed an adapted version of S. Gibson and M. Dembo's Teacher Efficacy Scale (1984). Data for phase 2 were collected through interviews with the 10 principals and 34 teachers. The data indicate that three of Leithwood's transformational leadership behaviors--modeling behavior, inspiring group purpose, and providing contingent rewards--were significantly related to general teaching efficacy. "Models behaviors" and "provided contingent rewards" were significantly related to personal teaching efficacy. Qualitative data confirmed these results and suggested eight additional leadership behaviors that reinforce and sustain teacher efficacy. In addition, a significant difference was found between general teaching efficacy and personal teaching efficacy. An implication is that if a strong sense of efficacy motivates teachers to higher levels of competence and success, then an increased focus on this teacher attribute is critical. (Contains 38 references.) (Author/LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).