SCHOOL PRINCIPAL SELF-EFFICACY FOR INSTRUCTIONAL LEADERSHIP: A REVIEW OF QUANTITATIVE RESEARCH
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Abstract
The principal’s leadership has a significant impact on students, teachers, and other members of the school community. Thus, an important question is which factors are related to efficacy beliefs of school principals. The purpose of this paper was to review quantitative research on principals’ self-efficacy in the domain of instructional leadership. In the SCOPUS and Google Scholar repositories, 26 relevant publications were identified and included in the analysis. The results of the present review indicated that self-efficacy for instructional leadership was typically measured as a unidimensional construct. The most frequently studied outcome of self-efficacy of school principals was the motivation to leave the position. On the other hand, the effects of self-efficacy of school principals on student achievement have rarely been investigated. Recommendations for future research are discussed in the paper.
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