School Leader Instructional Support and Change in Novice Teachers' Efficacy

Autor/inn/en	Wilhelm, Anne Garrison; Woods, Dawn Marie; Kara, Yusuf
Titel	School Leader Instructional Support and Change in Novice Teachers' Efficacy
Quelle	(2019), (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Principals; Assistant Principals; Teacher Administrator Relationship; Beginning Teachers; Beginning Teacher Induction; Alternative Teacher Certification; Urban Schools; Correlation; Instructional Leadership; Attitude Change; Self Efficacy; Self Concept Measures; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Junior teacher; Junglehrer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Korrelation; Instruction; Leadership; Bildung; Erziehung; Führung; Attitudinal change; Einstellungsänderung; Self-efficacy; Selbstwirksamkeit
Abstract	Novice teachers' self-efficacy provides a lens through which we might understand how their self-perceptions of competence relate to teaching practices and retention. A number of cross-sectional studies have reported relations between school leader support, especially instructional leadership, and teacher self-efficacy. In this study we examine change in novice teachers' self-efficacy using growth models within the structural-equational modeling framework and relate change in self-efficacy to change in teachers' perceptions of school leader instructional support over time. Our results add support to the notion that school leaders' instructional leadership is related to teachers' self-efficacy and that instructional leadership can actually support growth in self-efficacy, at least in the case of first-year teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01