The relationship between selfself-efficacy beliefs of school administrators and effective school leadership

Abstract

The aim of this study is to examine the relationship between self-efficacy beliefs of school administrators working in Anatolia High Schools and Vocational High Schools and effective school leadership. In line with the aim of the project, self-efficacy, school administrators’ self-efficacy, effective school leadership and a conceptual framework were explained in introduction part of the study. The sample of the study is comprised of 60 school administrators and 1050 teachers working in Central Anatolia Region cities Kırşehir, Kayseri, Ankara, Nevşehir, Kırıkkale, Aksaray and Yozgat. The School Administrators Self-Efficacy Scale formed by McCollum, Kajs and Minter (2009) was used in order to obtain data from the school administrators in the study. Furthermore, The Effective School Leadership Scale formed by the researcher with the help of the questionnaires used by Balcı (2001) and Dağlı (2000) so as to measure the effective school leadership. The validity and reliability studies of the both scales used in the study were carried out by the researcher. According to the findings of the study, there is a significant relationship in the same way between the self-efficacy beliefs of the school administrators and the effective school leadership levels according to the opinions of the teachers. The self-efficacy levels of the school administrators also predict their effective school leadership levels. The self-efficacy beliefs of the school administrators and the effective school leadership levels according to the opinions of the teachers were measured in high levels.