Abstract:

Teachers' sense of self efficacy has been known to be crucial in affecting the quality of teaching, students' achievements and the rate of burn-out (Friedman, 2003; Plourde, 2002; Tschannen-Moran, & Woolfolk-Hoy, 2007). A sense of self efficacy is defined as "beliefs in one's capability to organize and execute the courses of action required to manage prospective situations" (Bandura, 1997 p. 3). Teachers’ sense of self efficacy has been found to be strongly connected to organizational factors of their work, including school management (Friedman and Kass, 2002 ;Tschannen-Moran, Woolfolk-Hoy & Hoy, 1998). Since the principal is seen as a key agent at the organizational level, it is important to understand the management practices that enhance or impede teachers’ sense of self efficacy as perceived by the teachers themselves.
The present study focused on the elements of management teachers believe to be vital in shaping their sense of professional self-efficacy.
Using questionnaires and statistical analysis, 16 teachers were found as having a high sense of self-efficacy (HSE) and 13 were found as having a low sense of self-efficacy (LSE). These teachers served as sample and were interviewed using in-depth open-ended interviews. Findings were analyzed using Grounded Theory Methodology (Glaser & Strauss, 1967). Within this approach the axial coding procedure (Strauss & Corbin, 1994) was implemented.
The core category found was the school's principal, meaning that the teachers perceived the principal as the main source affecting their self-efficacy.
Within the principal's management style, five sub-categories emerged: modes of communication, feedback from the principal, social atmosphere, strength of the principal and shared values. Both groups of teachers, the HSE and the LSE, referred to the same subcategories, however the groups had opposing views. The talk will present a detailed description of the teacher's views in each subcategory, thus informing principals on ways to promote their teachers' sense of self efficacy and develop an effective leadership style.

* The present study is part of a larger study researching teacher's self-efficacy.

References:
Bandura, A (1997). Self efficacy - The exercise of control. New York: Freeman.
Friedman, I. A. (2003). Self-efficacy and burnout in teaching: The importance of interpersonal-relations efficacy. Social Psychology of Education, 6, 191–215.
Friedman, I.A. & Kass, E. ( 2002). Teacher self efficacy: a classroom-organization conceptualization. Teaching and Teacher Education, 18, 675-686.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aladin.
Plourde, L. A. (2002). The influence of student teaching on preservice elementary teachers’ science self-efficacy and outcome expectancy beliefs. Journal of Instructional Psychology, 29(4), 245-253.
Strauss, A., & Corbin, J. (1994). Grounded theory methodology. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. CA: Sage.
Tschannen-Moran, M., & Woolfolk Hoy, A (2007). The differential antecedents of self efficacy beliefs of novice and experienced teachers Teaching and Teacher Education, 23(6), 944-956.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.

Keywords:

Teachers, Self-Efficacy, Principals, Management Practices.