The effect of leadership self-efficacy on the decision to be a school principal: the mediating roles of motivation-to-lead and worries-about-leadership

Abstract

PurposeThis study aimed to examine the relationship between leadership self-efficacy and the decision to be a school principal and the mediating effects of motivation-to-lead and worries-about-leadership in this relationship.Design/methodology/approachA total of 375 teachers working in public high schools in Ankara, Türkiye participated in this cross-sectional predictive study. Descriptive statistics, structural equation modeling and bootstrapping were used in the analysis of the data.FindingsLeadership self-efficacy was found to increase both motivation-to-lead and worries-about-leadership. Motivation-to-lead positively influenced the decision to be a school principal, whereas worries-about-leadership did so negatively. Furthermore, leadership self-efficacy had an indirect positive effect on the decision to be a school principal through motivation-to-lead and worries-about-leadership.Practical implicationsBased on the findings, it is recommended to offer teachers training programs on school administration and leadership. Furthermore, we suggested providing teachers with administrative internship and mentorship opportunities to help them gain field experience and benefit from the experiences of incumbent school principals in school leadership.Originality/valueThis study confirmed that theoretical assumptions about self-efficacy are also relevant in the decision-making process regarding the school principalship: leadership self-efficacy can be the source of both motivation and worry. This study also implied that teachers make their choices about the school principalship by considering the potential advantages and disadvantages of the position.