Examining the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy

Abstract

Purpose

The purpose of this paper is to examine the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy.

Design/methodology/approach

The participants were a total of 427 teachers working in elementary, middle, and high schools located in the Cekmekoy district of Istanbul. The data were gathered through the “Effective School Leadership Scale,” the “Teacher Self-Efficacy Scale,” and the “Collective Efficacy Scale.” Arithmetic mean, Pearson product-moment correlation coefficient, and multiple linear regression analysis were used in the data analysis.

Findings

The results revealed positive and significant relationships between school leadership, teacher self-efficacy, and collective teacher efficacy. In addition, effective school leadership behaviors and teacher self-efficacy perceptions were found to be positive and significant predictors of collective teacher efficacy perceptions.

Originality/value

School principals can implement practices to enhance teachers’ competence, to make them feel more effective and competent as a group. In this sense, teachers who do not feel competent can be guided by those who have more experience in the profession. Additionally, opportunities through which they can experience success can be created for these teachers.

Citation

Cansoy, R. and Parlar, H. (2018), "Examining the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy", International Journal of Educational Management, Vol. 32 No. 4, pp. 550-567. https://doi.org/10.1108/IJEM-04-2017-0089