Self-efficacy for instructional leadership: relations with perceived job demands and job resources, emotional exhaustion, job satisfaction, and motivation to quit

Cecilie Skaalvik

doi:10.1007/s11218-020-09585-9

Cecilie Skaalvik

Open Access

https://doi.org/10.1007/s11218-020-09585-9

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Abstract

The purpose of this study was to explore associations between school principals’ self-efficacy for instructional leadership, their perceptions of work-related demands and resources, emotional exhaustion, job satisfaction, and motivation to leave the principal position (quit). Four hundred and forty-seven principals in elementary school and high school participated in a survey study. Data were analyzed by means of confirmatory factor analyses and SEM analyses. Self-efficacy for instructional leadership was negatively associated with the perception of all job demands and positively associated with the perception of all job resources in the study. In the SEM analysis, the associations between (a) self-efficacy and (b) emotional exhaustion, job satisfaction, and motivation to quit were indirect, mediated through the perception of job demands and job resources.

Highlights

Introduction and purposeThe role of the school principal has traditionally emphasized bureaucratic and management responsibilities, such as the responsibilities for the school economy, the facilities, teaching schedules, and personnel (Hallinger et al 2018)
The validity is indicated by the finding that all dimensions of self-efficacy were positively associated with all job demands and negatively associated with all job resources
The zero order correlations (Table 1) verified the two first expectations: that selfefficacy for instructional leadership would be negatively associated with perceived job demands, emotional exhaustion, and motivation to quit, and positively associated with perceived job resources and job satisfaction

Summary

Introduction

Introduction and purposeThe role of the school principal has traditionally emphasized bureaucratic and management responsibilities, such as the responsibilities for the school economy, the facilities, teaching schedules, and personnel (Hallinger et al 2018). Greater emphasis has been placed on the principal’s responsibilities for the student learning, for developing goals and visions for the school, and for developing a stimulating learning environment, both for the students and the teachers (Point et al 2008). 3), and “The principal is responsible for the pupils’ learning outcomes and learning environment and for ensuring good learning processes in the school” The new leadership role has led to a greater accentuation on instructional leadership and leadership for learning. It clarifies and strengthens the principal’s responsibility for the outcomes of the education. This responsibility is further underlined by the accountability philosophy that has become applicable in Norwegian school. The current role of the school principal, with a strong emphasis on instructional leadership, may be perceived as challenging, stimulating and motivating, and as stressful and exhausting

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