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Seven past field-experimental attempts to produce Pygmalion effects by training managers yielded meager results (Eden et al, 2000). The present effort bolstered the Pygmalion approach with special emphasis on means efficacy, defined as belief in the utility of the tools available for performing a job. Six randomly assigned anti-aircraft gunnery instructors received a one-day Pygmalion workshop with special emphasis on self-efficacy and means efficacy before beginning instruction in a new round of a course; eight control instructors received an interpersonal communication workshop. The trainees of the experimental instructors reported higher self-efficacy, means efficacy, and motivation, and obtained higher scores on written examinations and on performance tests than did the trainees of the control instructors. This is the first true-experimental confirmation of the effectiveness of Pygmalion training among instructors of adults and the first replication of the means-efficacy findings.

This study extends the concept of managerial efficacy to include managerial means efficacy (MME) attributed to the utility and quality of means external to managers for performing a task. Focusing on its antecedents, the authors theorize and empirically test MME sourced from the organization (MMEO) and situate the examination under extreme events.

This study uses a 2016 national survey of 892 top managers in 273 US largest transit agencies covering 82% of the entire population. Participants report their confidence for their organization to perform effectively under various extreme events. The survey data are matched with data from various institutional data sources to capture organizational characteristics, operations and experience with extreme events.

Findings suggest that organizational-level factors influence MMEO. Specifically, organizational slack and relationship management of key jurisdictional stakeholders positively predict MMEO, whereas political fragmentation is negatively associated with MMEO.

Organizations can bolster MMEO, hence, managerial efficacy through developing organizational slack and engaging in relationships building with jurisdictional stakeholders. Those initiatives have particular importance for those with boundary-spanning service areas.

The study advances understanding of managerial efficacy by directing attention to means external to managers' self. It also brings clarity to the notion of “confident managers” or “managerial confidence” broadly applied in previous studies. Findings provide insights about capacity-building interventions to build managerial efficacy through improving external means, circumventing the need to alter self-efficacy that is typically stable and resistant to change.

The purpose of this paper is to develop a framework for predicting three facets of employee performance (quality, innovation and efficiency) based on the evaluation of individual (self and occupational), group (collective) and organizational (means) efficacies.

A sample of 109 managers employed mainly in high-tech industries evaluated their employees’ quality, innovation and efficiency performance. The employees’ efficacies were also evaluated on three organizational levels.

Evaluation of employees’ self-efficacy accounted for most of the explained variance for all performance facets. Evaluation of group efficacy added incremental explained variance to the general performance as well as to the innovation performance and efficiency performance. Evaluation of means efficacy (provided to employees) added incremental explained variance to the general performance as well as to the innovation performance and the efficiency of performance. Male managers differed from female managers in their predictions of employees’ performance.

This is the first study to examine the concurrent effects of four types of efficacies, based on three organizational levels, in predicting performance. It also examines three facets of performance instead of only a general performance measure. It presents a model of the relative importance of these efficacies in predicting facets of performance.

Pygmalion and charisma are mutually compatible leadership constructs that beg integration. They share some basic assumptions about human nature, about how leaders lead, and about how they could lead more effectively. Nevertheless, for the most part these constructs are discussed in disparate academic literatures. The present treatise integrates these somewhat divergent yet partially overlapping approaches to leadership and management. The differences between Pygmalion and charismatic leadership, and the commonalities that they share, are explicated. The aim is to understand better how leaders affect followers and how they can exert their influence with greater effectiveness. Some ideas for further research and for more effective management practice based on integration of Pygmalion and charisma constructs are presented. The result is a description of “charismatic Pygmalion,” an integrated management style that embodies both leadership constructs.

This article aims to lend insight into the consumption situation wherein consumers are unmotivated to try new products or behaviors that they perceive as too difficult to adopt as a result of low self-efficacy.

Two experiments were introduced to test hypotheses. In Studies 1 and 2, we demonstrated that enhancing specific self-efficacy (SSE) by repositioning the self, through marketing messages, increased participants’ behavioral intentions toward difficult to adopt (DTA) products.

In this research, an important issue is elucidated in consumer behavior: a phenomenon wherein consumers lack the motivation, as a result of low self-efficacy (i.e. assessing the disparity between their current situation and some desired goals as too wide to bridge over), to try a product that would benefit them. Thus, the marketer’s role in this case is to convince the consumers that they are able to achieve these goals.

This study focuses on health and fitness products and on the effectiveness of messages targeted at raising SSE among undergraduate students through verbal persuasion. For better generalizability, it is recommended that future research focus on other product categories (e.g. do-it-yourself products, technological products) aimed at other segments (e.g. elderly consumers) and use other means of boosting consumers’ self-efficacy.

The practical importance of the findings is especially relevant in DTA situations in which marketers aim to motivate consumers to engage in effortful consumption tasks.

The uniqueness of our approach is, in addition to introducing the theoretical concepts, to demonstrate that marketers can boost individuals’ self-efficacy by means of marketing messages that emphasize their ability to face challenges and, consequently, increase their preferences, behavioral intentions and financial commitments toward a DTA product.

Recent scholarship has augmented Bandura's theory underlying efficacy formation by pointing to more proximate sources of efficacy information involved in forming collective teacher efficacy. These proximate sources of efficacy information theoretically shape a teacher's perception of the teaching context, operationalizing the difficulty of the teaching task that faces the school and the faculty's collective competence to be successful under specific conditions. The purpose of this study was to examine the influence of three contextual variables: socioeconomic status, school level, and school structure on teacher perceptions of collective efficacy.

School level data were collected from a cross‐section of 79 schools in a Midwestern state. Data were analyzed at the school level using hierarchical multiple regression to determine the incremental variance in collective teacher efficacy beliefs attributed to contextual variables after accounting for the effect of prior academic performance.

Results support the premise that contextual variables do add power to explanations of collective teacher efficacy over and above the effects of prior academic performance. Further, of the three contextual variables school structure independently accounted for the most variability in perceptions of collective teacher efficacy.

A sample of 79 schools was considered small to accurately test a hypothesized model of collective teacher efficacy formation using structural equation modeling. That approach would have had the advantage of permitting the researchers to identify the relationships among the predictor variables and between the predictors and the criterion. Additionally, there was a concern of possible aggregation bias associated with aggregating collective teacher efficacy scores to the school level. Despite these limitations, the findings hold theoretical and practical implications in that they defend the theoretical importance of contextual factors as efficacy sources. Furthermore, formalized and centralized conditions conducive to promoting perceptions of collective efficacy in teachers are identified.

Extant collective efficacy studies have generally not operationalized Bandura's efficacy sources to include the effects of current context. This study does.

The purpose of this paper is to theorize on the mechanisms underlying the development of entrepreneurial expertise. While prior studies have identified differences between the behavior of novice and expert entrepreneurs, the mechanisms that cause these differences have not received sufficient attention.

This paper systematically reviews the extant literature on entrepreneurial expertise and builds the conceptual framework by employing an action-control belief framework to propose mechanisms underlying the development of expert behavior.

This paper argues that differences in behavior between novice and expert entrepreneurs stem from self-perceptions of their ability to act. More specifically, stronger action-control beliefs encourage entrepreneurs to create new interpretations of the world over time; develop and use strategies that allow them to rely on perceived control over means and ends, their perceived capacity, and their agency; and hence behave more like experts.

This paper suggests that strategy, capacity, and control beliefs are key in individuals’ decisions of whether to engage in entrepreneurial action and that expert entrepreneurs hold stronger beliefs than novices. Positive experiences, particularly those associated with deliberate practice, contribute to developing these beliefs and, more broadly, to entrepreneurial expertise.

This paper proposes that the mechanism of transformation from novice to expert behavior can be attributed to positive changes in deeply held beliefs about strategy (i.e. possible means-ends frameworks), capacity (i.e. access to means), and control (i.e. perceived efficacy). Each of the beliefs can develop separately from others and at different pace. In other words, this work explains why novice and expert entrepreneurs behave differently.

The purpose of this paper is to examine the relationship between school principals’ sense of efficacy and their involvement with the Arkansas Leadership Academy's (the Academy) School Support Program (SSP).

Data were collected from participating SSP principals to explore differences in mean principal self-efficacy given varied years of participation in SSP. The Principal Self-Efficacy Survey was used to measure the construct of principal self-efficacy of 27 principals participating in the Academy's SSP for low-performing schools.

The findings suggest that principals of low-performing schools that participated in the Arkansas Leadership Academy's SSP for more years have a stronger sense of leadership efficacy than principals of low-performing schools that are just beginning the SSP. Post hoc qualitative data were collected through a focus group discussion to provide insight regarding actual practices that led to increased perceived self-efficacy as a result of participating in the SSP.

This study is highly contextualized to the principals and school systems participating in the SSP, a limited population due to conditions under which schools qualify to participate in the program.

As schools continue to be identified as needing to improve based on accountability measures, external sources of leadership development for the principals leading these schools should be considered as a possible means for increasing their senses of efficacy, and indirectly supporting the potential for improved school performance.

The attributes of highly efficacious principals – self-regulating, confident, and calm in difficult situations – may be more critical to leaders engaged in systemic change in low-performing schools where the challenges may be more complex.

There could be a strong argument that the influence of an outside support program might be one strategy to consider when addressing the improvement of low-performing schools through raising leader efficacy.

Validation of the Teachers' Sense of Efficacy Scale (TSES) for use with teachers in Macao (SAR) was undertaken to determine its usefulness as a measure of teacher self-efficacy for inclusive education. This paper discusses the results found by analyzing various versions of the TSES and TSES-C in a Chinese format with 200 pre-service teachers in Macao (SAR). Psychometric analyses were undertaken to investigate the validity of the existing scales and the three and two factor solutions. The results indicated a preferred 9-item version that produced improved factor loadings and reliabilities. The use of a relatively quick and short scale to measure such a complex phenomenon as teacher self-efficacy is discussed. Issues are raised regarding generalizability of scales and the impact of culture, demographics, and edifying issues that may impact on the usefulness of such scales.