School Administrators’ Self-Efficacy Beliefs and Leadership Styles

Year 2018, , 555 - 565, 15.07.2018

Fatma Cobanoglu , Ugur Yurek

https://doi.org/10.12973/eu-jer.7.3.555

Abstract

The
effectiveness of schools, that is, their ability to achieve their
pre-determined goals depends on many variables but especially the effectiveness
of the administrators who are responsible for the implementation of the
educational programs and curricula. An administrator must have a healthy
perception of being "an effective administrator" in order to be able
to demonstrate expected roles successfully. Concerning school effectiveness, in
addition to the emphasis of self-efficacy of administrator, the leadership role
of the educational administrators has gained importance with modern educational
administration approaches. If an administrator wants to be effective, he/she
must act as a leader and convince followers. In this context, when questioning
the effectiveness of schools, it is important to determine the level of
self-efficacy perceptions of administrators and to determine the leadership
styles displayed by them. In this study, it was aimed to examine whether there
is a significant relationship between the perceived self-efficacy belief and
leadership style. The results show that self-efficacy perceptions of the
administrators make a difference in their leadership style and there is a
relationship between the self-efficacy belief and exhibitors of
transformational leadership behaviors; the more administrators feel themselves
efficient, the more they exhibit transformational leadership behaviors.

Keywords

Self-efficacy, leadership style, transformational leadership model, administrator

References

• Acat, M. B., Ozyurt, O., & Karadag, E. (2011). Ilkogretim okul mudurlerinin mevzuat gorevleri oz yeterlilik duzeylerinin degerlendirilmesi [Evaluation of elementary school principals’ self-efficacy levels about legislation tasks], NWSA: Education Sciences, 6(1), 605-620.
• Akkoyunlu, B., & Orhan, F. (2003). Bilgisayar ve ogretim teknolojileri egitimi bolumu ogrencilerinin bilgisayar kullanma oz yeterlik inanci ile demografik ozellikleri arasindaki iliski [Relationship between using computer self-efficacy belief and demographic characteristics of computer and teaching technology education department students]. The Turkish Online Journal of Educational Technology, 2(3), 86-93.
• Airola, D. T., Bengtson, E., Davis D. A., & Peer D. K. (2014) Principals’ sense of efficacy: the influence of the Arkansas Leadership Academy, Journal of Educational Administration, 52(6), 754-774. Retrieved from https://doi.org/10.1108/JEA-08-2013-0089.
• Ata, E. (2015). Okul yoneticilerinin oz yeterlik inanclari ile etkili okul liderligi arasindaki iliski [Relationship between school leaders' self-efficacy beliefs and effective school leadership]. Unpublished Doctoral Thesis, Gazi University, Ankara.
• Avci, A. (2015). Ogretmen algilarina gore okul mudurlerinin liderlik stilleri [School principals’ leadership styles according to teacher perceptions]. HAYEF: Journal of Education, 12(24), 161-189.
• Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
• Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs: NJ: Prentice Hall.
• Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998). Retrieved from http://www.uky.edu/~eushe2/Bandura/BanEncy.html.
• Bass, B. M. (1985). Leadership and performance beyond expectation. New York: Free Press.
• Bass, B. M., Waldman D. A., Avolio B. J., & Bebb M. (1987). Transformational leadership and the falling dominoes effect. Group & Organization Studies, 12 (1), 73-87.
• Burns, J. M. (1978). Leadership. New York: Harper & Row.
• Buyukozturk, S. (2006). Sosyal bilimler icin veri analizi el kitabi [Manual of data analysis for social sciences]. Ankara: Pegem.
• Cemaloglu, N. (2007). Okul yoneticilerinin liderlik stillerinin farkli degiskenler acisindan incelenmesi [An analysis of the school administrators’ leadership styles in terms of different variables]. Journal of Turkish Educational Sciences, 5(1), 73- 112.
• Cemaloglu, N., Sezgin, F., & Kilinc, A. C. (2012). Examining the relationships between school principals’ transformational and transactional leadership styles and teachers’ organizational commitment. The Online Journal Of New Horizons In Education, 2(2), 53-64.
• Calisir, M. (2008). Mamak ilcesi ilkogretim okulu yoneticilerinin goruslerine gore okul mudurlerinin kullandiklari yetki turu ve duzeyleri [The authority types and levels used by school administrators according to the opinions of the administrators of primary schools in Mamak province] (Unpublished Master’s Thesis). Ankara University, Ankara, Turkey.
• Cobanoglu F., & Badavan Y. (2017). The key of successful schools: the correlates of school effectiveness. Pamukkale Universitesi Sosyal Bilimler Enstitusu Dergisi [Journal of Pamukkale University Social Sciences Institute], 26, 114-134.
• Dasci, E. (2014). Ilkogretim kurumu yoneticilerinin liderlik tarzlari ile ogretmenlerin yasadiklari yildirma (mobbing) ve orgutsel sessizlik davranislari arasindaki iliski [The relationship between leadership styles of elementary school principals and mobbing that teachers experience and organizational silence behaviors] (Unpublished Master’s Thesis). Gazi University, Ankara, Turkey.
• Demirtas H., & Caglar C. (2012). Okul mudurlerinin oz yeterlik inanclari ve tukenmislik duzeylerinin bazi degiskenler acisindan incelenmesi [An investigation of the self-efficacy beliefs and burnout levels of school principals in terms of several variables]. Inonu Unıversıty Journal of The Faculty Of Education, 13(3), 1-22.
• 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.
• Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37, 15-18.
• 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.
• 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. doi: 10.1108/JEA-09-2012-0103.
• Gist M. E., & Mitchell T. R. (1992). Self-Efficacy: A theoretical analysis of its determinants and malleability, The Academy of Management Review, 17(2), 183-211.
• Hallinger, P., Hosseingholizadeh, R., Hashemi, N., & Kouhsari M. (2017). Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran. Educational Management Administration & Leadership, April, 1-20. doi: 10.1177/1741143217700283
• Hannah, S. T., Avolio B. J., Luthans F., & Harms P. D. (2008). Leadership efficacy: Review and future directions, The Leadership Quarterly, 19, 669–692.
• Hogan, R., Curphy, G. J., & Hogan, J. (1994). What we know about leadership effectiveness and personality. American Psychologist, 49(6), 493-504.
• Hoy, W. K., & Miskel, C. G. (2012). Educational Administration Theory, Research and Practice (Trans. S. Turan). Ankara: Nobel.
• Hysong, S. J., & Quiñones, M. A. (1997). The relationship between self-efficacy and performance: a meta-analysis. In Twelfth Annual Conference of the Society for Industrial and Organizational Psychology, St. Louis, MO, January.
• Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits self-esteem, generalized self-efficacy, locus of control, and emotional stability with job satisfaction and job performance: A meta-analysis. Journal of applied Psychology, 86(1), 80.
• Kelleher J. (2016). You're OK, I'm OK: a lesser-known branch of research is beginning to focus on using self-efficacy to help principals navigate the increasingly difficult demands placed on them, Phi Delta Kappan, 97(8), 70-74.
• Karasar, N. (1999). Bilimsel arastirma yontemi [Scientific research method]. Ankara: Nobel.
• Kosterelioglu, I., & Bayar, A. (2014), Turk egitim sistemi’nin sorunlarina iliskin guncel bir degerlendirme [An assessment on recent issues of Turkish education system]. International Journal of Social Science, 25(1), 177-187.
• Koybasi, F., & Donmez, B. (2017). Okul yoneticilerinin girisimcilik, oz yeterlik ve orgutsel baglilik algilarinin analizi [The analysis of school principals’ perception of entrepreneurship, self-efficacy and organizational commitment]. Educational Administration: Theory and Practice, 23(2), 249-280.
• Leithwood, K., Seasore, K. L., Anderson, S., & Wahlstorm, K. (2004). Review of Research How Leadership Influences Student Learning. New York: The Wallace Foundation.
• Leithwood, K., & Jantzi, D. (2008). Linking Leadership to Student Learning: The Contributions of Leader Efficacy. Educational Administration Quarterly, 44(4), 496-528.
• Levine, D. U., & Lezotte, L. W. (1990). Unusually effective schools. A review and analysis of research and practice. UW-Madison: The National Center for Effective Schools.
• Lowe, K. B., Kroeck, K. G., & Sivasubramaniam, N. (1996). Effectiveness correlates of transformation and transactional leadership: A meta-analytic review of the MLQ literature. The Leadership Quarterly, 7(3), 385-425.
• Luthans, F., & Peterson, S. J. (2002). Employee engagement and manager self‐efficacy. Journal of Management Development, 21(5), 376-387.
• Lyons, C. A., & Murphy, M. J. (1994). Principal self-efficacy and the use of power. New Orleans, LA: American Educational Research Association.
• Maciel, R. G. (2005). Do principals make a difference? An analysis of leadership behaviors of elementary principals in effective schools. Unpublished Doctoral Thesis, Texas-Pan American University.
• Maral, M. (2016). Okul yoneticilerinin liderlik stilleri ile catisma cozme stratejileri arasindaki iliski [The relationship between strategies to solve conflicts and leadership styles of school leaders]. Unpublished Master’s Thesis, Sakarya University, Sakarya.
• McCollum, D. L., & Kajs, L. T. (2015). School administrator efficacy: assessment of beliefs about knowledge and skills for successful school leadership. In Teaching Leaders to Lead Teachers. Published online: 08 Mar 2015; 131-148.
• McCormick, M. J. (2001). Self-efficacy and leadership effectiveness: Applying social cognitive theory to leadership. Journal of Leadership Studies, 8(1), 22-33.
• Negis-Isik, A., & Derinbay, D. (2015). Turkish version of the principals’ sense of efficacy scale: Validity and reliability study. Eurasian Journal of Educational Research, 60, 1-16.
• Negis-Isik, A., & Gumus, E. (2017). Yonetici oz-yeterligi ve okul etkililigi arasindaki iliskinin incelenmesi [Investigation of relationship between principals’ self-efficacy and school effectiveness]. Journal of Kastamonu Faculty of Education, 25(1), 419-434.
• Nielsen, K., Yarker, J., Randall, R., & Munir, F. (2009). The mediating effects of team and self-efficacy on the relationship between transformational leadership, and job satisfaction and psychological well-being in healthcare professionals: A cross-sectional questionnaire survey. International journal of nursing studies, 46(9), 1236-1244.
• Oguz, E. (2008). Ilkogretim okulu yoneticilerinin liderlik stilleri ile karar verme stilleri arasindaki iliski [Relationship between leadership styles and decision-making styles of elementary school administrators] (Unpublished Doctoral Thesis). Ankara University, Ankara, Turkey.
• Oguz, E. (2011). Ogretmenlerin orgutsel vatandaslik davranislari ile yoneticilerin liderlik stilleri arasindaki iliski [Relationship between teachers' organizational citizenship behavior and leadership styles of administrators]. Educational Administration: Theory and Practice, 17(3), 377-403.
• Okutan, M., & Kahveci, A. (2012). Ilkogretim okul mudurlerinin oz yeterlik inanclarinin cesitli degiskenler acisindan incelenmesi (Rize Ornegi)[Examination of the self-efficacy beliefs of the primary school principals in the context of various variables (Rize sample). Journal of Kastamonu Faculty of Education, 20(1), 27-42.
• Osterman, K., & Sullivan, S. (1996). New Principals in an Urban Bureaucracy: A Sense of Efficacy. Journal of School Leadership, 6, 661-690.
• Ozkan, S., Alev, S., & Ercan, A. (2015). An Analysis of the Relationship between School Managers’ Change Leadership Style and Multi-Factorial Leadership Styles from the Views of Teachers. International Journal of Educational Methodology, 1(1), 27-34. doi: 10.12973/ijem.1.1.27
• Paglis, L. L., & Green, S. G. (2002). Leadership Self-Efficacy and Managers’ Motivation for Leading Change. Journal of Organizational Behavior, 23, 215-235.
• Purkey, S. C., & Smith, M. S. (1982). Too soon to cheer? Synthesis of research on effective schools. Educational Leadership, 40(3), 64-69.
• Ramchunder, Y., & Martins, N. (2014). The role of self-efficacy, emotional intelligence and leadership style as attributes of leadership effectiveness. SA Journal of Industrial Psychology, 40(1), 1-11.
• Santamaría, A. P. (2008). A Principal Sense of Self-Efficacy in an Age of Accountability. Unpublished Doctoral Thesis, University of California, California.
• Sazali, Y. (2010). The Relationship Between Principals’ Self-Efficacy and School Factors and Principals’ Personal Attributes. Retrieved from http://www.academia.edu/733250/THE_RELATIONSHIP_BETWEEN_ PRINCIPALSELF-EFFICACY_AND_SCHOOLSFACTORS_AND_ PRINCIPALS PERSONAL_ATTRIBUTES
• Schultz, D., & Schultz, S. E. (1998). Psychology and Work Today: An Introduction to Industrial and Organization Psychology (7th ed.). Upper Saddle River, NJ: Prentice Hall.
• Schyns, B. (2001) 'The relationship between employees' self-monitoring and occupational self-efficacy and transformational leadership. Current research in social psychology, 7(3), 30-42.
• Schyns, B. (2004). The influence of occupational self-efficacy on the relationship of leadership behavior and preparedness for occupational change. Journal of career Development, 30(4), 247-261.
• Sigri, U., Tabak, A., & Gungor, H. (2010). Oz Yeterligin Donusturucu Liderlik Uzerine Etkisi: Kamu Sektorunde Bir Arastirma [The impact of self-efficacy on transformational leadership : A research in public sector]. Istanbul Commerce University Journal Of Social Sciences, 17, 51-66.
• Smith, W., Guarino, A., Storm, P., & Adams, O. (2006). Effective Teaching and Learning Environments and Principal Self-Efficacy. Journal of Research for Educational Leaders, 3(2), 4-23.
• Stefano, M. D. (2003). School effectiveness: The role of the principals in a leading public secondary school in Santa fe province, Argentina. Unpublished Doctoral Thesis, Columbia University.
• Vandenberghe, R. (1995) Creative management of a school: a matter of vision and daily interventions, Journal of Educational Administration, 33(2), 31-51 https://doi.org/10.1108/09578239510081291
• Toremen, F., & Yasan, T. (2010). Ilkogretim okulu yoneticilerinin donusumcu liderlik ozellikleri (Malatya Ili Ornegi) [Primary school administrator's transformational leadership features (example on the city of Malatya)]. Pamukkale University Journal of Education, 28, 27-39.
• 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
• Tschannen-Moran, M., & Gareis, C. R. (2007). Cultivating principals' sense of efficacy: Supports that matter. Journal of School Leadership, 17(1), 89.
• Tura, M. (2012). Ilkogretim okulu mudurlerinin liderlik stillerinin ogretmenlerin is doyumuna etkisi [The effect of leadership styles of elementary school administartors on job satisfaction of teachers] (Unpublished Master’s Thesis). Balikesir University, Balikesir, Turkey.
• Wahab, J. A., Fuad, C. F., Ismail, H., & Majid, S. (2014). Headmasters’ transformational leadership and their relationship with teachers’ job satisfaction and teachers’ commitments. Published by Canadian Center of Science and Education, Paper no.: 2014/13.
• Walumbwa, F. O., Avolio, B. J., & Zhu, W., (2008). How transformational leadership weaves its influence on individual job performance: the role of identification and efficacy beliefs. Personnel Psychology, 61(4), 793–825. doi 10.1111/j.1744-6570.2008.00131.x
• Walumbwa, F. O., Lawler, J. J., Avolio, B. J., Wang, P., & Shi, K. (2005). Transformational leadership and work-related attitudes: the moderating effects of collective and a self-efficacy across cultures. Journal of Leadership and Organizational Studies, 11(3), 2-16.
• Williams, J. C. (2012). Examining the relationship between louisiana principals’ self-efficacy beliefs and student achievement (Unpublished Doctoral Thesis). University of New Orleans, New Orleans, USA.
• Wood, R., & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of management Review, 14(3), 361-384.