SavedAdd your journal

Journals / Kastamonu Üniversitesi Kastamonu Eğitim Dergisi / 2017 / Cilt: 25 - Sayı: 1

Investigation of Relationship Between Principals' Self Efficacy and School Effectiveness

Yönetici Öz-Yeterliği ve Okul Etkililiği Arasındaki İlişkinin İncelenmesi

Ayşe Negiş IŞIK
Emine GÜMÜŞ
Pages
419–434
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Research findings indicated that only socio-economic status of students, within individual and school variables, was associated with principals self-efficacy.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this research is to determine the relationship between principals' self efficacy and school effectiveness.
📊
Key Findings & Data:The research sample consists of 199 school principals.
💡
Conclusion & Impact:Research findings indicated that only socio-economic status of students, within individual and school variables, was associated with principals self-efficacy.
🔬Design:Research Article
📍Scope:2004 Verileri
⚙️Variables:Domain Parameters

Abstract

The aim of this research is to determine the relationship between principals' self efficacy and school effectiveness. The research sample consists of 199 school principals. In the study, in order to determine principals self-efficacy, "Principal Sense of Efficacy Scale" which was developed by Tschannen-Moran and Gareis (2004) and adopted into Turkish by Negiş-Işık and Derinbay (2015), and "Index of Perceived Organizational Effectiveness" which was developed by Hoy and Ferguson (1985) adapted into Turkish by the researchers in this study was used. Research findings indicated that only socio-economic status of students, within individual and school variables, was associated with principals self-efficacy. Findings of this research also concluded that principal self-efficacy was a significant predictor of school effectiveness.

Özet

Bu araştırmanın temel amacı okul yöneticilerinin yönetici öz-yeterlik algıları ile okul etkililiği arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubunu 2013-2014 öğretim yılında görev yapmakta olan 199 okul yöneticisi oluşturmaktadır. Verilerin toplanması amacıyla Tschannen-Moran ve Gareis (2004) tarafından geliştirilen ve Türkçe'ye uyarlaması Negiş-Işık ve Derinbay (2015) tarafından yapılan "Yönetici Öz-Yeterlik Ölçeği" ve bu çalışma kapsamında Türkçe'ye uyarlaması yapılan Hoy ve Ferguson'un (1985) "Okul Etkililiği Ölçeği" kullanılmıştır. Araştırma sonucunda, yönetici öz-yeterliğinin bireysel ve okul ile ilgili değişkenlerden yalnızca öğrencilerin genelinin sosyo-ekonomik düzeyi ile ilişkili olduğu görülmüştür. Ayrıca yönetici öz-yeterliğinin okul etkililiğinin anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır.

🔖

Cite This Article

IŞIK, A. N., GÜMÜŞ, E. (2022). Investigation of Relationship Between Principals' Self Efficacy and School Effectiveness. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, Cilt: 25 - Sayı: 1, 419–434. https://ajindex.com/articles/571826

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Ada, Ş. ve Gümüş, S. (2012). The reflection of instructional leadership concept on educational administration master's programs: A comparison of Turkey and the United States of America. International Journal of Educational Sciences, 4, 462- 474. Anderson, D.W., Krajewski, H.T., Goffin, R.D. ve Jackson, D.N. (2008). A leadership self-efficacy taxonomy and its relation to effective leadership. The Leadership Quarterly, 19, 595-608.
  2. Balyer, A. (2013). Okul müdürlerinin öğretimin kalitesi üzerindeki etkileri. Kuram ve Uygulamada Eğitim Yönetimi, 19, 181-214.
  3. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  4. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1993). Perceived self efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
  5. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Bandura, A. (2000). Exercise of human agency though collective efficacy. Current Directions in Psychological Sciences, 9, 75-78.
  6. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
  7. Bass, B. M. ve Avolio, B. J. (1994). Improving organizational effectiveness through transformatio- nal leadership. Thousand Oaks, CA: Sage. Bass, B. M. (1990). Handbook of leadership: Theory, research, and managerial applications. New York: Free Press.
  8. Brown, S. (2010). An Exploration of the relationship between principal leadership efficacy, prin- cipal computer self-efficacy, and student achievement. Unpublished doctoral dissertation. University of North Texas, Texas. Bruggencate, G., Luyten, H., Scheerens, J. ve Sleegers, P. (2012). Modeling the influence of school leaders on student achievement: How can school leaders make a difference? Educational Administration Quarterly, 48, 699-732.
  9. Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum (13. Baskı). Ankara:
  10. Pegem. Chemers, M. M., Watson, C. B. ve May, S. T. (2000). Dispositional affect and leadership effective- ness: A comparison of self-esteem, optimism, and efficacy. Personality and Social Psychology Bulletin, 26, 267-277.
  11. Costa- Hernandez, D. (2010). Principal self-efficacy beliefs and student achievement. Unpublished doctoral dissertation. San Diego State University, San Diego. Çokluk, Ö., Şekercioğlu, G.