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Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions

Mehmet Sukru Bellibas (Department of Educational Sciences, Adiyaman University, Adiyaman, Turkey)
Yan Liu (Department of Educational Leadership, Policy and Instructional Technology, Central Connecticut State University, New Britain, Connecticut, USA)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 6 February 2017

1902

Abstract

Purpose

The purpose of this paper is to investigate the extent to which principals’ instructional leadership predicts teacher self-efficacy, in order to identify whether a relationship exists between principals’ perceived instructional leadership practices and teachers perceived self-efficacy in classroom management, instruction, and student engagement, while controlling for several principal, teacher, and school characteristics.

Design/methodology/approach

The data employed in this study were both teacher- and school-level data sets obtained from the Teaching and Learning International Survey, which was administered by the Organization for Economic Co-operation and Development in 2013. A two-level mixed model was employed in the analysis of the data by adding adjusted weights at both levels for the complex survey data.

Findings

The results indicated a significant and positive relationship between principals’ perceived instructional leadership practice and teachers’ self-efficacy in all three aspects. Also, gender, experience, tenure status, and formal in-service training of teachers were found to be the key factors that have significant effects on teachers’ self-efficacy perceptions.

Practical implications

Findings suggested that international effort for mandating instructional leadership in schools is a worthwhile strategy, which can help teachers develop a greater sense of ability in classroom management, instruction, and student engagement.

Originality/value

This study is the first of its kind to examine the relationship between instructional leadership and teachers’ perceived self-efficacy in multiple areas related to teaching.

Keywords

Citation

Bellibas, M.S. and Liu, Y. (2017), "Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions", Journal of Educational Administration, Vol. 55 No. 1, pp. 49-69. https://doi.org/10.1108/JEA-12-2015-0116

Publisher

:

Emerald Publishing Limited

Copyright © 2017, Emerald Publishing Limited

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