Browsing by Subject "leader efficacy, work engagement, social cognitive theory, leadership"
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Item Leader Efficacy and Work Engagement: Implications for School Leaders(2021-08-16) Dyson, Cheryl; Cuddapah, Jennifer; Hood College Education; Organizational LeadershipSchool leaders play a significant role in cultivating the right conditions for teaching and learning. The current educational landscape requires 21st century leaders to continually adapt to changing federal, state, and local school district expectations and accountability measures in order to be effective. Simultaneously, the needs of staff and students present complexities that compound the responsibility of school leaders. Managing the various tasks on a daily basis while remaining focused on instruction requires fortitude. It is essential that school leaders possess the knowledge, skills, and abilities necessary to build strong organizational cultures that result in favorable outcomes for students. This quantitative study is grounded in Bandura’s social cognitive theory which focuses on efficacy and human agency including individual cognition, behavior, and context. In this study, leader cognition is defined as leader efficacy to perform a task and engage in the leadership environment. The purpose of this study was to examine the relationship between leader efficacy and work engagement. This study involves an analysis of secondary data from a national sample of 5,620 public-school principals who completed the National Teacher and Principal Survey Principal Questionnaire in 2015-2016. The chi-square test of independence was used to test the independent and dependent variables in the study. The results showed a relationship between leader efficacy and work engagement (phi = .106). Logistic regression determined that race was a significant predictor in determining work engagement (p = .039). The findings notably highlight low work engagement due to school leaders’ work conditions and stress. The implications for practice include enhancing work engagement through wellbeing activities such as mindfulness, reflection, and physical activity. Additional implications for district leaders include creating sustainable learning communities that promote networking, professional learning, mentorship, and leadership development. The study’s findings generated further implications for policy, leadership practice, and future research.Item School Administrators’ Perceptions of Self-Efficacy as Educational Equity Leaders: A Mixed-Methods Exploration(2023-05-02) Artis, Carrie; Hood College Education; Hood College Organizational LeadershipPublic school systems and school-based administrators are facing increasing expectations and accountability regarding educational equity. In their attempts to meet these expectations, school systems are training and providing professional development to educational leaders. The purpose of this explanatory, sequential mixed-methods case study was to provide an in-depth understanding of the self-efficacy of school-based administrators in successfully implementing equity and culturally responsive leadership standards and expectations. The study sample included current school-based principals and assistant principals from a large mid-Atlantic school system. The first phase of this study, the quantitative phase, included a survey of school-based administrators to measure their perceived self-efficacy. The second phase, the qualitative phase, included semi structured interviews with school-based administrators. The findings will be useful to school systems as they develop training and professional development for educational leaders to meet educational equity standards. This study found that most principals in the studied district have an intermediate level of self-efficacy for equity and culturally responsive leadership standards and expectations. This study also found that on average, principals serving in schools where the students of color represent over 50% of the student body had lower self-efficacy to meet equity and culturally responsive leadership standards and expectations. Lastly, this study found that mastery experiences were the strongest contributing factor of self-efficacy for equity and culturally responsive leadership. This study also found vicarious experiences were a major contributing factor of self-efficacy for equity and culturally responsive leadership. This study concludes with recommendations for school districts include increasing administrators’ opportunities for mastery and vicarious experiences to practice the Tools of Cultural Proficiency.