A Qualitative Case Study: Leadership Self-Efficacy in Principals and Teachers during a Global Pandemic

Autor/in	Jackson, Macey Yvonne
Titel	A Qualitative Case Study: Leadership Self-Efficacy in Principals and Teachers during a Global Pandemic
Quelle	(2023), (201 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1380-4
Schlagwörter	Hochschulschrift; Dissertation; Principals; Administrator Role; Self Efficacy; Teacher Leadership; Health; Safety; Attendance; Leadership Styles; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Self-efficacy; Selbstwirksamkeit; Lehrerfunktionsstelle; Gesundheit; Sicherheit; Anwesenheit; Führungsstil
Abstract	The problem addressed by this study is the limited knowledge and understanding of principal leadership self-efficacy during a global pandemic, which in turn may negatively play a role in the leadership self-efficacy of teachers. The purpose of this qualitative, exploratory case study was to explore how principals' leadership self-efficacy played a role in teachers' leadership self-efficacy during a global health crisis. This study used open-ended questions through a semi-structured interview protocol regarding leadership self-efficacy using the framework of Bandura's dimensions of self-efficacy. There were 23 participants comprised of 5 principals and 18 teachers from the same school district in the southern United States. The problem was explored with one-to-one, semi-structured interviews with each participant through recorded video conferencing and focus groups of each campus principal and their respective campus teachers. Thematic analysis was used for detecting, evaluating, and gathering discernible patterns or themes in data. This study found that principal leadership self-efficacy does play a role in teacher leadership self-efficacy. The implications from the findings showed that the global pandemic of COVID-19 did play a role in principals' and teachers' poor leadership self-efficacy, mainly through concerns for health, safety, and managing staff and student absences. Recommendations for practice include school staff being mindful of the lack of confidence that can occur in health concerns, absences, and safety risks associated with COVID-19. It is also recommended that teachers have extra planning time to facilitate teacher leadership self-efficacy. Future research should center on how principals and teachers can adjust their practices to develop leadership self-efficacy on a school campus despite the challenges of a global pandemic. Therefore, it is recommended to research how principals can gain leadership self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01