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ERIC Number: ED556929
Record Type: Non-Journal
Publication Date: 2014
Pages: 159
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-8259-3
Instructional Leadership Self-Efficacy of Principals in the Context of a Statewide Educator Evaluation System
Ford, Matthew C.
ProQuest LLC, Ed.D. Dissertation, University of Massachusetts Lowell
Principals play a key role in the improvement of student learning. School leaders have been shown to have a noticeable impact on the learning outcomes of students, even though this impact is often complicated and indirect (Hallinger, Bickman & Davis 1996). Principals that focus on improving the teaching and learning in classrooms are known as instructional leaders. If principals can improve in their roles as instructional leaders, then perhaps student outcomes can improve (Leithwood et al., 2004; Spiro, 2013). A new educator evaluation system in Massachusetts seeks, in part, to encourage principals to serve as instructional leaders. In order to learn about the current instructional leadership capacity of Massachusetts's principals and their views of the new evaluation system, an Internet survey was administered to all principals in Massachusetts in the fall of 2013. Responses were received from 275 principals. Qualitative and quantitative analysis of the data indicated that principals had a very positive view of the new evaluation system and of their ability to serve as instructional leaders. Principals demonstrated high self-efficacy across the different dimensions of instructional leadership self-efficacy: support teacher, data use, culture and collaboration, and observation and evaluation. They expressed that the new evaluation system would improve their schools and that they had the required experience and training to achieve many of its instructional leadership goals. Some evidence showed that principals were most apprehensive about the amount of time and paperwork needed to successfully implement the new system, especially the requirement to observe multiple classrooms each day. Further analysis of the survey data found that principals of urban schools generally reported higher leadership self-efficacy than principals of rural schools. Findings from this study suggest that Massachusetts should continue with its implementation of the new evaluation system. Since principals have a central role in the new system, their high self-efficacy and positive views hint that the new evaluation system might succeed. In order to help principals implement and administer the new system, the state should look at reducing the amount of paperwork and time required while also giving special attention to the demands the system places on principals of rural schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts