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| Autor/in | Skaalvik, Cecilie |
|---|---|
| Titel | School Principal Self-Efficacy for Instructional Leadership: Relations with Engagement, Emotional Exhaustion and Motivation to Quit |
| Quelle | In: Social Psychology of Education: An International Journal, 23 (2020) 2, S.479-498 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Skaalvik, Cecilie) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1381-2890 |
| DOI | 10.1007/s11218-020-09544-4 |
| Schlagwörter | Principals; Administrator Attitudes; Self Efficacy; Burnout; Elementary Secondary Education; Instructional Leadership; Counties; Measures (Individuals); Factor Analysis; Correlation; Faculty Mobility; Validity; Teacher Motivation; Educational Environment; School Safety; Foreign Countries; Norway |
| Abstract | The current study explored relations between principal self-efficacy for instructional leadership, emotional exhaustion, engagement, and motivation to quit the work as a principal. Participants in the study were 340 principals in elementary school and high school in five randomly selected counties in Norway. The theoretical frameworks for the study were self-efficacy theory and theoretical perspectives on instructional leadership. A new 15-item "Norwegian self-efficacy for instructional leadership scale" consisting of five subscales was developed and tested by means of confirmatory factor analyses. Both a model defining five correlated primary factors (Model 1) and a model defining a single second order factor (Model 2) had good fit to the data. SEM analysis revealed that self-efficacy for instructional leadership was negatively related to emotional exhaustion and positively related to engagement, indicating good criterion validity of the scale. Self-efficacy was also negatively related to motivation to quit. This relation was indirect and mediated through both emotional exhaustion and engagement. The dimension of self-efficacy for instructional leadership that was most strongly associated with emotional exhaustion and engagement was self-efficacy for motivating teachers. The dimension that was most weakly related to these variables was self-efficacy for creating a positive and safe learning environment for the students. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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