The Relationship Between the Supportive Principal Behavior Dimension and Teachers’ Perceptions of Self-efficacy in Rural Schools
Author | : Elizabeth Holliday Lackey |
Publisher | : |
Total Pages | : 87 |
Release | : 2019 |
ISBN-10 | : OCLC:1140645700 |
ISBN-13 | : |
Rating | : 4/5 (00 Downloads) |
Book excerpt: The researcher focused on the principal behavior dimensions that principals exhibited in interactions with staff members and the relationship those behaviors had on teachers’ sense of self-efficacy in rural schools. In this study, the researcher surveyed 96 rural elementary school teachers in a southeastern state to examine the relationship between the principal behavior dimensions using the Organizational Climate Description Questionnaire-Revised for Elementary Schools and teachers’ sense of self-efficacy using the Teacher Sense of Efficacy Scale. The researcher used a Pearson r to analyze the results of three research questions related to the relationship between the supportive principal behavior dimensions and teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management. The researcher identified that the supportive principal behavior dimensions indicated a significant relationship with teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management.