Investigating Leader Self-Efficacy through Policy Engagement and Social Network Position

Autor/inn/en	Liou, Yi-Hwa; Daly, Alan J.
Titel	Investigating Leader Self-Efficacy through Policy Engagement and Social Network Position
Quelle	In: Educational Policy, 34 (2020) 3, S.411-448 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liou, Yi-Hwa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904818773904
Schlagwörter	Leadership; Self Efficacy; Educational Policy; Social Networks; Educational Change; Common Core State Standards; Leadership Effectiveness; Motivation; School Districts; Elementary Secondary Education; Administrator Attitudes; California + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Self-efficacy; Selbstwirksamkeit; Politics of education; Bildungspolitik; Social network; Soziales Netzwerk; Bildungsreform; Common core curriculum; Curriculum; Kerncurriculum; Führungseffizienz; psychologische; Motivation (psychologisch); School district; Schulbezirk; Kalifornien
Abstract	Leaders' self-efficacy has recently been identified as a critical component in the success of educational reform. In educational policy and leadership, little attention has been paid to leaders' self-efficacy beliefs as they go about the implementation of Common Core State Standards (CCSS). This study seeks to understand leaders' CCSS self-efficacy by examining the level of CCSS-focused engagement and the degree of leaders' network connectedness from a social learning perspective. Findings suggest leaders who report higher levels of CCSS-focused engagement tend to be more efficacious about implementing CCSS. Such a relationship is mediated by leaders' social network position in providing CCSS advice and work effort recognition to their fellow administrators. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01