The Quadratic Pathways Model to Promote Principals' Self-efficacy and Resilience in Low-socioeconomic Schools in Alberta

Abstract

This paper presents the Quadratic Pathways Model (O’Neill, 2013), which emerged from the findings of a doctoral study that investigated the influences on principals’ self-efficacy and resilience in low-socioeconomic-status (SES) schools. This model was developed to promote principals’ efficacy and resilience while exercising leadership agency in these challenging contexts.
 Principals leading in low-socioeconomic-status (SES) schools experience unique challenges from their counterparts in wealthier contexts. The literature identified that educators cope with students with academic problems, student disengagement, mental health concerns, behavioral issues, and parental disengagement. Additionally, many students lack the basics of life. Principals also contend with many teachers who believe some parents and students do not value education. Consequently, while cognizant of their need to be instructional leaders, some principals believe they cannot fully engage in the instructional aspect of their role due to the many pressures and competing demands on their attention, and the subsequent frustration influences their efficacy.
 This study employed a theoretical framework founded upon Bandura’s Social Cognitive Theory (1986, 1997), particularly pertaining to self-efficacy, and also integrated resilience research (Patterson & Kelleher, 2005), leadership theories (Leithwood et al., 2004), and contextual literature, which explored the complexities of low socioeconomic status schools.
 The methodology was mixed methods utilizing questionnaires (n=42) and interviews (n=13) with principals in low-SES schools across the province of Alberta, Canada (Creswell & Guetterman, 2019). Although there were several key themes to emerge from the research, this paper focuses on the synthesis of a new model, the Quadratic Pathways Model, which was designed to inform system leaders of the various components that could enhance and sustain high principal efficacy and resilience in low-SES contexts. It offers principals a template that positively reconceptualises instructional leadership practices that enhance and nurture student success in challenging school contexts.