Investigation of Relationship Between Principals’ Self Efficacy and School Effectiveness

Yıl 2017, Cilt: 25 Sayı: 1, 419 - 434, 15.01.2017

Ayşe Negiş Işık Emine Gümüş

https://doi.org/10.24106/kefdergi.309192

Cited By: 9

Öz

The aim of this research is to determine the relationship between principals’ self efficacy
and school effectiveness. The research sample consists of 199 school principals. In the study,
in order to determine principals self-efficacy, “Principal Sense of Efficacy Scale” which was
developed by Tschannen-Moran and Gareis (2004) and adopted into Turkish by Negiş-Işık and
Derinbay (2015), and “Index of Perceived Organizational Effectiveness” which was developed
by Hoy and Ferguson (1985) adapted into Turkish by the researchers in this study was used.
Research findings indicated that only socio-economic status of students, within individual and
school variables, was associated with principals self-efficacy. Findings of this research also
concluded that principal self-efficacy was a significant predictor of school effectiveness. 

Anahtar Kelimeler

school effectiveness, principals’ self efficacy, school administrator.

YÖNETİCİ ÖZ-YETERLİĞİ VE OKUL ETKİLİLİĞİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Öz

Bu araştırmanın temel amacı okul yöneticilerinin yönetici öz-yeterlik algıları ile okul etkililiği arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubunu 2013-2014 öğretim yılında görev yapmakta olan 199 okul yöneticisi oluşturmuştur. Verilerin toplaması amacıyla Tschannen-Moran ve Gareis (2004) tarafından geliştirilen ve Türkçe’ye uyarlaması Negiş-Işık ve Derinbay (2015) tarafından yapılan “Yönetici Öz-Yeterlik Ölçeği” ve bu çalışma kapsamında Türkçe’ye uyarlaması yapılan Hoy ve Ferguson’un (1985) “Okul Etkililiği Ölçeği” kullanılmıştır. Araştırma sonucunda, yönetici öz-yeterliğinin bireysel ve okul ile ilgili değişkenlerden yalnızca öğrencilerin genelinin sosyo-ekonomik düzeyi ile ilişkili olduğu görülmüştür. Ayrıca yönetici öz-yeterliğinin okul etkililiğinin anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler

okul etkililiği, yönetici öz-yeterlik, okul yöneticisi

Kaynakça

• Ada, Ş., Gümüş, S. (2012). The reflection of instructional leadership concept on educational administration master’s programs: A comparison of Turkey and the United States of America. International Journal of Educational Sciences, 4, 462- 474.
• Anderson, D.W., Krajewski, H.T., Goffin, R.D., Jackson, D.N. (2008). A leadership self-efficacy taxonomy and its relation to effective leadership. The Leadership Quarterly, 19, 595-608.
• Balyer, A. (2013). Okul müdürlerinin öğretimin kalitesi üzerindeki etkileri. Kuram ve Uygula-mada Eğitim Yönetimi, 19, 181-214.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychologi-cal Review, 84, 191-215.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Eng-lewood Cliffs, NJ: Prentice-Hall.
• Bandura, A. (1993). Perceived self efficacy in cognitive development and functioning. Educati-onal Psychologist, 28, 117-148.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Bandura, A. (2000). Exercise of human agency though collective efficacy. Current Directions in Psychological Sciences, 9, 75-78.
• Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psycho-logy, 52, 1-26.
• Bass, B. M., Avolio, B. J. (1994). Improving organizational effectiveness through transforma-tional leadership. Thousand Oaks, CA: Sage.
• Bass, B. M. (1990). Handbook of leadership: Theory, research, and managerial applications. New York: Free Press.
• Brown, S. (2010). An Exploration of the relationship between principal leadership efficacy, principal computer self-efficacy, and student achievement. Unpublished doctoral dissertation. University of North Texas, Texas.
• Bruggencate, G., Luyten, H., Scheerens, J., Sleegers, P. (2012). Modeling the influence of school leaders on student achievement: How can school leaders make a difference? Educatio-nal Administration Quarterly, 48, 699-732.
• Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum (13. Baskı). Ankara: Pegem.
• Chemers, M. M., Watson, C. B., May, S. T. (2000). Dispositional affect and leadership effecti-veness: A comparison of self-esteem, optimism, and efficacy. Personality and Social Psycho-logy Bulletin, 26, 267−277.
• Costa- Hernandez, D. (2010). Principal self-efficacy beliefs and student achievement. Unpublis-hed doctoral dissertation. San Diego State University, San Diego.
• Çokluk, Ö., Şekercioğlu, G., Büyüköztürk, S. (2010). Sosyal bilimler için çok değişkenli istatis-tik: SPSS ve LISREL uygulamaları. Ankara: Pegem.
• Dimmock, C., Hattie, J. (1996). School principals' self-efficacy and its measurement in a context of restructuring. School Effectiveness and School Improvement, 7, 62-75.
• Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37, 15-27.
• Edmonds, R. (1982, February). Programs of school improvement: An overview. Paper presen-ted at the National Invitational Conference, “Research on Teaching: Implications for Practice”. Warrenton, VA.
• Fullan, M. (2003). The moral imperative of school leadership. Thousand Oaks, CA: Corwin Press.
• Gümüş, E. (2015). Investigation regarding the pre-service trainings of primary and middle school principals in the United States: The case of the State of Michigan. Educational Scienc-es: Theory &Practice, 15, 61- 72.
• Gümüş, S., Akçaoğlu, M. (2013). Instructional leadership in Turkish primary schools: An analysis of teachers’ perceptions and current policy. Educational Management, Administra-tion, and Leadership (EMAL), 41, 289–302.
• Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4, 1-20.
• Hallinger, P., Heck, R.H. (1996). Reassessing the principal’s role in school effectiveness: a review of empirical research, 1980-1995. Educational Administration Quarterly, 32, 5-44.
• Hannah, S.T., Avolio, B.J., Luthans, F. ve Harms, P.D. (2008). Leadership efficacy: Review and future directions. The Leadership Quarterly, 19, 669-692.
• Hipp, K. A. (1996, April). Teacher efficacy: Influence of principal leadership behavior. Paper presented at the Annual Meeting of the American Educational Research Association. New York.
• Hoy, W.K., Ferguson, J. (1985). A theoretical framework and exploration of organizational effectiveness of schools. Educational Administration Quarterly, 21, 117-134.
• Hoy, W.K., Miskel, C.G. (2010). Eğitim yönetimi: Teori, araştırma ve uygulama (7.Baskıdan çeviri. Edt. Selahattin Turan). Ankara: Nobel.
• Leithwood, K., Jantzi, D. (2008). Linking leadership to student learning: the contributions of leader efficacy. Educational Administration Quarterly, 44, 496-528.
• Leithwood, K., C. Riehl. (2005). What we know about successful school leadership. In A new agenda: directions for research on educational leadership, (eds W. Firestone, and C. Riehl). New York: Teachers College Press.
• Lockand, S.A. (2013). An analysis of relationship between elementary principal self-efficacy and 5th grade reading achievement. Unpublished doctoral dissertation. University of Mary-land, Maryland.
• Louis, K.S., Leitwood, K. Wahlstrom, K.L., Anderson, S.E. (2010). Learning from leadership: Investigating the links to improved student learning (Final report of research to the Wallace Foundation). Minnesota: University of Minnesota.
• Loup, K.S. (1997). Measuring the professional learning environment of schools: Linkages to school effectiveness and effects. International Journal of Educational Research, 27, 321-331.
• Lyons C.A., Murphy, M.J. (1994, April). Principal self-efficacy and the use of power. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA.
• Marzano, R. J., Waters, T., McNulty, B. A. (2005). School leadership that works: From rese-arch to results. Alexandria, Virginia: Association for Supervision and Curriculum Develop-ment.
• McCormick, M.J. (2001). Self-efficacy and leadership effectiveness: applying social cognitive theory to leadership. Journal of Leadership Studies, 8, 22-33.
• Miskel, C., McDonald, D., Bloom, S. (1983). Structural and expectancy linkages within scho-ols and organizational effectiveness. Educational Administration Quarterly, 19, 49-82.
• Moak, J. (2010). The self perception of leadership efficacy of elemantary principals and the effects on student achievement. Unpublised doctoral dissertation. University of Missouri-Colombia, Colombia.
• Negiş- Işık, A., Derinbay, D. (2015). Turkish version of the principals' sense of efficacy scale: validity and reliability study. Eurosian Journal of Educational Research, 60, 1-16.
• Okutan, M., Kahveci, A. (2012). İlköğretim okul müdürlerinin genel öz yeterlik inançlarının çeşitli değişkenler açıcından incelenmesi (Rize Örneği). Kastamonu Eğitim Dergisi, 20, 27-42.
• Osterman, K., Sullivan, S. (1996). New principals in an urban bureaucracy: A sense of efficacy. Journal of School Leadership, 6, 661-690.
• Paglis, L. L., Green, S. G. (2002). Leadership self-efficacy and managers' motivation for lea-ding change. Journal of Organizational Behavior, 23, 215-235.
• Ramchunder, Y., Martins, N. (2014). The role of self-efficacy, emotional intelligence and lea-dership style as attributes of leadership effectiveness. SA Journal of Industrial Psychology, 40, 1-11.
• Sammons, P., Hillman, J., Mortimore, P. (1995, March). Key characteristics of effective scho-ols: a review of school effectiveness research. Paper presented at an internal seminar for Ofsted. London: Institute of Education.
• Santamaría, A.P. (2008). A principal sense of self-efficacy in an age of accountability. Unpub-lished doctaral dissertation. University of California, California.
• Smith, R.W., Guarino, A.J, Strom, P.S., Adams, O.L. (2006). Effective teaching and learning environments and principal self-efficacy. Journal of Research for Educational Leaders, 3, 4-29.
• Smith, W., Guarino, A. J., Strom, P., Reed, C. (2003). Principal self-efficacy and effective teaching and learning environments. School Leadership and Management, 23, 505-508.
• Şişman, M. (2002). Öğretim liderliği. Ankara: Pegem.
• Tschannen-Moran, M., Gareis, C. R. (2007). Cultivating principals’ self-efficacy: Supports that matter. Journal of School Leadership, 17, 89-114.
• Tschannen-Moran, M., Gareis, C.R. (2004). Principals’ sense of efficacy: Assessing a promi-sing construct. Journal of Educational Administration, 42, 573-585.
• Waters, T., Marzano, R. J., McNulty, B. (2003). Balanced leadership: What 30 years of rese-arch tells us about the effect of leadership on student achievement. Aurora, CO: Mid-continent Research for Education and Learning. http://files.eric.ed.gov/fulltext/ED481972.pdf
• Williams, J. C. (2012). Examining the relationship between Louisiana principals' self-efficacy beliefs and student achievement. Unpublished Doctoral Dissertation. University of New Or-leans, New Orleans.
• Yavuzer, İ. (2014). 1978 sonrası okul yöneticisi atam ve yer değiştirme yönetmeliklerinin karşı-laştırmalı olarak incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Mevlana Üniversitesi, Konya.
• Yukl, G. (1998). Leadership in organizations (4th ed.). Englewood Cliffs, NJ: Prentice Hall.