School Administrators’ Self-Efficacy Beliefs and Leadership Styles

Year 2018, Volume: 7 Issue: 3, 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

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