SAMOEFIKASNOST DIREKTORA ŠKOLE ZA PEDAGOŠKO LIDERSTVO: PREGLED KVANTITATIVNIH ISTRAŽIVANJA
Главни садржај чланка
Сажетак
Složena uloga direktora škole obuhvata rukovođenje školom u celini. Uzimajući u obzir ovu činjenicu, važno je ispitati čionioce koji određuju uspešnost rukovođenja različitim aspektima rada škole. Profesionalne kompetencije određuju način na koji direktor škole tumači svoju ulogu i koliko efikasno je ostvaruje u praksi. Jedna od važnih profesionalnih kompetencija školskih lidera jeste opažena samoefikasnost. Definisanje opažene samoefikasnosti kao višedimenzionalne pojave implicira da direktor škole može u različitom stepenu verovati u svoje sposobnosti, u zavisnosti od situacije sa kojom se suočava.
Zbog usredsređenosti na unapređivanje nastave i učenja, pedagoško liderstvo jedan je od najpopularnijih modela obrazovnog liderstva širom sveta. U fokusu ovog rada je samoefikasnost direktora u domenu pedagoškog liderstva. U radu je izložen pregled 26 kvantitativnih studija u kojima je istraživan ovaj konstukt. Na osnovu rezultata sprovedene analize, može se zaključiti da su relativno retko istraživani prediktori samoefikasnosti rukovodilaca škole u domenu pedagoškog liderstva. Štaviše, najčešće su ispitivani efekti samoefikasnosti na afektivno-motivaciona uverenja direktora škole. S druge strane, postignuće učenika je retko ispitivano kao ishod ovog konstrukta. Dosadašnje studije su pažnju posvetile indirektnim efektima samoefikasnosti direktora škole, ali treba imati u vidu da su pojedine medijatorske varijable istraživane samo jednom. Bilo bi dobro da se buduća istraživanja fokusiraju na povezanost samoefikasnosti direktora sa ispoljavanjem različitih ponašanja karakterističnih za pedagoško liderstvo. Osim toga, potrebno je realizovati više istraživanja u cilju konsolidovanje zaključaka o medijatorima efekata samoefikasnosti rukovodilaca škole na postignuće učenika.
Downloads
Metrics
Детаљи чланка
Референце
Airola, D., Bengtson, E., Davis, D., & Peer, D. (2014). Principals’ sense of efficacy: The influence of the Arkansas Leadership Academy. Journal of Educational Administration, 52(6), 754–774. https://doi.org/10.1108/JEA-08-2013-0089 DOI: https://doi.org/10.1108/JEA-08-2013-0089
Anselmus Dami, Z., Budi Wiyono, B., Imron, A., Burhanuddin, B., Supriyanto, A., & Daliman, M. (2022). Principal self-efficacy for instructional leadership in the perspective of principal strengthening training: Work engagement, job satisfaction and motivation to leave. Cogent Education, 9 (1), 2064407. https://doi.org/10.1080/2331186X.2022.2064407 DOI: https://doi.org/10.1080/2331186X.2022.2064407
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman Lawrence.
Baroudi, S., & Hojeij, Z. (2018). The role of self-efficacy as an attribute of principals’ leadership effectiveness in K-12 private and public institutions in Lebanon. International Journal of Leadership in Education, 23, 1–15. https://doi.org/10.1080/13603124.2018.1529822 DOI: https://doi.org/10.1080/13603124.2018.1529822
Bauer, S. C., & Silver, L. (2018). The impact of job isolation on new principals’ sense of efficacy, job satisfaction, burnout and persistence. Journal of Educational Administration, 56(3), 315–331. https://doi.org/10.1108/JEA-07-2017-0078 DOI: https://doi.org/10.1108/JEA-07-2017-0078
Bellemans, L., & Devos, G. (2023). Exploring the sources of self-efficacy by Flemish school principals in primary education. Educational Management Administration & Leadership, 51(3), 733–750. https://doi.org/10.1177/17411432211001365 DOI: https://doi.org/10.1177/17411432211001365
Blömeke, S., & Kaiser, G. (2017). Understanding the Development of Teachers’ Professional Competencies as Personally, Situationally and Socially Determined. In D. Clandinin &J. Husu, The SAGE Handbook of Research on Teacher Education (pp. 783–802). SAGE Publications Ltd. https://doi.org/10.4135/9781526402042.n45 DOI: https://doi.org/10.4135/9781526402042.n45
Dahlkamp, S., Peters, M., & Schumacher, G. (2018). Principal Self-Efficacy, School Climate, and Teacher Retention: A Multi-Level Analysis. Alberta Journal of Educational Research, 63(4), 357–376. DOI: https://doi.org/10.55016/ojs/ajer.v63i4.56351
Dimmock, C., & Hattie, J. (1996). School Principals’ Self‐Efficacy and its Measurement in a Context of Restructuring. School Effectiveness and School Improvement, 7(1), 62–75. https://doi.org/10.1080/0924345960070103 DOI: https://doi.org/10.1080/0924345960070103
Federici, R. A. (2013). Principals’ self-efficacy: Relations with job autonomy, job satisfaction, and contextual constraints. European Journal of Psychology of Education, 28(1), 73–86. https://doi.org/10.1007/s10212-011-0102-5 DOI: https://doi.org/10.1007/s10212-011-0102-5
Federici, R. A., & Skaalvik, E. M. (2011). Principal self-efficacy and work engagement: Assessing a Norwegian Principal Self-Efficacy Scale. Social Psychology of Education, 14(4), 575–600. https://doi.org/10.1007/s11218-011-9160-4 DOI: https://doi.org/10.1007/s11218-011-9160-4
Federici, R. A., & Skaalvik, E. M. (2012). Principal self-efficacy: Relations with burnout, job satisfaction and motivation to quit. Social Psychology of Education, 15 (3), 295–320. https://doi.org/10.1007/s11218-012-9183-5 DOI: https://doi.org/10.1007/s11218-012-9183-5
Fisher, Y. (2014). The timeline of self-efficacy: Changes during the professional life cycle of school principals. Journal of Educational Administration, 52(1), 58–83. Scopus. https://doi.org/10.1108/JEA-09-2012-0103 DOI: https://doi.org/10.1108/JEA-09-2012-0103
Goddard, R. D., Bailes, L. P., & Kim, M. (2021). Principal Efficacy Beliefs for Instructional Leadership and their Relation to Teachers’ Sense of Collective Efficacy and Student Achievement. Leadership and Policy in Schools, 20(3), 472–493. https://doi.org/10.1080/15700763.2019.1696369 DOI: https://doi.org/10.1080/15700763.2019.1696369
Gümüş, S., & Bellibaş, M. (2020). The relationship between professional development and school principals’ leadership practices: The mediating role of self-efficacy. International Journal of Educational Management, 34(7), 1155–1170. https://doi.org/10.1108/IJEM- 10-2019-0380 DOI: https://doi.org/10.1108/IJEM-10-2019-0380
Hallinger, P., Hosseingholizadeh, R., Hashemi, N., & Kouhsari, M. (2018). Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran. Educational Management Administration & Leadership, 46(5), 800–819. https://doi.org/10.1177/1741143217700283 DOI: https://doi.org/10.1177/1741143217700283
Imants, J. G. M., & De Brabander, C. J. (1996). Teachers’ and principals’ sense of efficacy in elementary schools. Teaching and Teacher Education, 12(2), 179–195. https://doi.org/10.1016/0742-051X(95)00053-M DOI: https://doi.org/10.1016/0742-051X(95)00053-M
Justus, K., Arghode, V., & Barker, D. (2022). Principal self-efficacy, mindset and performance outcomes: Exploring the connection. European Journal of Training and Development, 47(5/6), 565–585. https://doi.org/10.1108/EJTD-07-2021-0092 DOI: https://doi.org/10.1108/EJTD-07-2021-0092
Leithwood, K., & Jantzi, D. (2008). Linking Leadership to Student Learning: The Contributions of Leader Efficacy. Educational Administration Quarterly, 44 (4), 496–528. https://doi.org/10.1177/0013161X08321501 DOI: https://doi.org/10.1177/0013161X08321501
Mavi, D., Tuti, G., & Özdemir, M. (2024). The effect of principal self-efficacy on innovative work behavior: The mediating role of principal entrepreneurship. Current Psychology, 43(6), 5020–5031. https://doi.org/10.1007/s12144-023-04663-5 DOI: https://doi.org/10.1007/s12144-023-04663-5
Miller, R. J., Goddard, R. D., Kim, M., Jacob, R., Goddard, Y., & Schroeder, P. (2016). Can Professional Development Improve School Leadership? Results From a Randomized Control Trial Assessing the Impact of McREL’s Balanced Leadership Program on Principals in Rural Michigan Schools. Educational Administration Quarterly, 52(4), 531–566. https://doi.org/10.1177/0013161X16651926 DOI: https://doi.org/10.1177/0013161X16651926
Özer, N. (2013). Investigation of the Primary School Principals’ Sense of Self-Efficacy and Professional Burnout. Middle East Journal of Scientific Research, 15, 682–691. https://doi.org/10.5829/idosi.mejsr.2013.15.5.11108
Papaioannou, A., Papavassiliou-Alexiou, I., & Moutiaga, S. (2022). Career resilience and self-efficacy of Greek primary school leaders in times of socioeconomic crisis. International Journal of Educational Management, 36(2), 164–178. https://doi.org/10.1108/IJEM-01-2021-0024 DOI: https://doi.org/10.1108/IJEM-01-2021-0024
Petridou, A., Nicolaidou, M., & Karagiorgi, Y. (2017). Exploring the impact of professional development and professional practice on school leaders’ self-efficacy: A quasi- experimental study. School Effectiveness and School Improvement, 28(1), 56–73. https://doi.org/10.1080/09243453.2016.1236734 DOI: https://doi.org/10.1080/09243453.2016.1236734
Petridou, A., Nicolaidou, M., & S. Williams, J. (2014). Development and validation of the School Leaders’ Self-Efficacy Scale. Journal of Educational Administration, 52(2), 228–253. https://doi.org/10.1108/JEA-04-2012-0037 DOI: https://doi.org/10.1108/JEA-04-2012-0037
Skaalvik, C. (2020a). School principal self-efficacy for instructional leadership: Relations with engagement, emotional exhaustion and motivation to quit. Social Psychology of Education, 23, 479–498. https://doi.org/10.1007/s11218-020-09544-4 DOI: https://doi.org/10.1007/s11218-020-09544-4
Skaalvik, C. (2020b). Self-efficacy for instructional leadership: Relations with perceived job demands and job resources, emotional exhaustion, job satisfaction, and motivation to quit. Social Psychology of Education, 23(5), 1343–1366. https://doi.org/10.1007/s11218-020- 09585-9 DOI: https://doi.org/10.1007/s11218-020-09585-9
Touloupis, T., & Athanasiades, C. (2018). Principals’ attitudes towards risky internet use of primary school students: The role of occupational factors. Education and Information Technologies, 23(1), 497–516. https://doi.org/10.1007/s10639-017-9614-1 DOI: https://doi.org/10.1007/s10639-017-9614-1
Touloupis, T., & Athanasiades, C. (2020). A comparison between primary school principals’ and teachers’ perceptions of students’ online risk behaviours: The role of perceived self- efficacy. Cambridge Journal of Education, 50, 1–18. https://doi.org/10.1080/0305764X.2020.1740170 DOI: https://doi.org/10.1080/0305764X.2020.1740170
Tschannen-Moran, M., & Gareis, C. R. (2004). Principals’ sense of efficacy: Assessing a promising construct. Journal of Educational Administration, 42(5), 573–585. https://doi.org/10.1108/09578230410554070 DOI: https://doi.org/10.1108/09578230410554070
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17 (7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1 DOI: https://doi.org/10.1016/S0742-051X(01)00036-1
Yada, T., & Savolainen, H. (2023). Principal self-efficacy and school climate as antecedents of collective teacher efficacy. School Effectiveness and School Improvement, 34(2), 209–225. https://doi.org/10.1080/09243453.2023.2170425 DOI: https://doi.org/10.1080/09243453.2023.2170425
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016 DOI: https://doi.org/10.1006/ceps.1999.1016