Research Article
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School Administrators’ Self-Efficacy Beliefs and Leadership Styles

Year 2018, , 555 - 565, 15.07.2018
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.

References

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  • 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.
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  • 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
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Year 2018, , 555 - 565, 15.07.2018
https://doi.org/10.12973/eu-jer.7.3.555

Abstract

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.
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  • 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
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There are 72 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Fatma Cobanoglu

Ugur Yurek This is me

Publication Date July 15, 2018
Published in Issue Year 2018

Cite

APA Cobanoglu, F., & Yurek, U. (2018). School Administrators’ Self-Efficacy Beliefs and Leadership Styles. European Journal of Educational Research, 7(3), 555-565. https://doi.org/10.12973/eu-jer.7.3.555
AMA Cobanoglu F, Yurek U. School Administrators’ Self-Efficacy Beliefs and Leadership Styles. eujer. July 2018;7(3):555-565. doi:10.12973/eu-jer.7.3.555
Chicago Cobanoglu, Fatma, and Ugur Yurek. “School Administrators’ Self-Efficacy Beliefs and Leadership Styles”. European Journal of Educational Research 7, no. 3 (July 2018): 555-65. https://doi.org/10.12973/eu-jer.7.3.555.
EndNote Cobanoglu F, Yurek U (July 1, 2018) School Administrators’ Self-Efficacy Beliefs and Leadership Styles. European Journal of Educational Research 7 3 555–565.
IEEE F. Cobanoglu and U. Yurek, “School Administrators’ Self-Efficacy Beliefs and Leadership Styles”, eujer, vol. 7, no. 3, pp. 555–565, 2018, doi: 10.12973/eu-jer.7.3.555.
ISNAD Cobanoglu, Fatma - Yurek, Ugur. “School Administrators’ Self-Efficacy Beliefs and Leadership Styles”. European Journal of Educational Research 7/3 (July 2018), 555-565. https://doi.org/10.12973/eu-jer.7.3.555.
JAMA Cobanoglu F, Yurek U. School Administrators’ Self-Efficacy Beliefs and Leadership Styles. eujer. 2018;7:555–565.
MLA Cobanoglu, Fatma and Ugur Yurek. “School Administrators’ Self-Efficacy Beliefs and Leadership Styles”. European Journal of Educational Research, vol. 7, no. 3, 2018, pp. 555-6, doi:10.12973/eu-jer.7.3.555.
Vancouver Cobanoglu F, Yurek U. School Administrators’ Self-Efficacy Beliefs and Leadership Styles. eujer. 2018;7(3):555-6.