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A Study of The Impact of Instructional Leadership on Elementary Teacher Efficacy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Study of The Impact of Instructional Leadership on Elementary Teacher Efficacy./
Author:	Flimban, Rasha Ahmad.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	160 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-04, Section: B.
Contained By:	Dissertations Abstracts International81-04B.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13878300
ISBN:	9781085782890

A Study of The Impact of Instructional Leadership on Elementary Teacher Efficacy.
Flimban, Rasha Ahmad.

A Study of The Impact of Instructional Leadership on Elementary Teacher Efficacy. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 160 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: B.

Thesis (Ed.D.)--Mississippi College, 2019.

This item must not be sold to any third party vendors.

One of the common comprehensively researched topics is instructional leadership because instructional leadership has been correlated to teacher improvement and happiness, student accomplishment, and school improvement. Investigating the influence of instructional leadership of elementary principals on elementary teacher efficacy in Mississippi was the aim of this study. Prior studies that cited in the literature utilized to develop the body of this study. The main aims of this study were describing instructional leadership roles and behaviors of school principals, recognizing the teachers' views on their sense of efficacy, examining the relationship between leadership roles and behavior, examining the relationship between 3 teacher efficacies, and identifying the impact of instructional leadership roles on effectiveness of teachers. The study concentrated on the elementary principals' and teachers' perceptions. Two surveys utilized in the study to collect the data included "Principal Instructional Rating Management Scale" created by Phillip Hallinger and "Teacher Self-Efficacy Scale" created by Tschannen-Moran and Woolfolk-Hoy. The study collected the data from 17 school principals and 151 teachers from 31 schools. Descriptive statistics used in the study to analyze the data in signalizing the extent of principals' and teachers' responses. Pearson correlation (Pearson r) utilized to identify the relationship between the instructional leadership roles and behaviors and the relationship between 3 teacher efficacies. The study also utilized Multiple Regression to measure the influence of instructional leadership roles on teacher efficacy. Teacher and principal variables such as gender, highest degree, and teaching or administration experience were including as independent variables in the regression procedure in reducing their influence on teacher efficacy. The result of the study illustrated that school principals and teachers had a high sense of their instructional practices in their daily performance. The study discovered a statistically significant relationship between instructional leadership roles and behaviors. It also found a statistically significant relationship between 3 teacher of efficacies; however, it did not discover meaningful influence of instructional leadership on teacher efficacy. The study recommended that school principals should raise their instructional leadership roles and behaviors in increasing the teacher efficacy. Also, the study recommended that teachers should use the results in examining their instructional practices and finding ways to improve them.

ISBN: 9781085782890Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Instructional leader

A Study of The Impact of Instructional Leadership on Elementary Teacher Efficacy.
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245 1 0 $a A Study of The Impact of Instructional Leadership on Elementary Teacher Efficacy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 160 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: B.
500 $a Advisor: Stevenson, Ruthie S.
502 $a Thesis (Ed.D.)--Mississippi College, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a One of the common comprehensively researched topics is instructional leadership because instructional leadership has been correlated to teacher improvement and happiness, student accomplishment, and school improvement. Investigating the influence of instructional leadership of elementary principals on elementary teacher efficacy in Mississippi was the aim of this study. Prior studies that cited in the literature utilized to develop the body of this study. The main aims of this study were describing instructional leadership roles and behaviors of school principals, recognizing the teachers' views on their sense of efficacy, examining the relationship between leadership roles and behavior, examining the relationship between 3 teacher efficacies, and identifying the impact of instructional leadership roles on effectiveness of teachers. The study concentrated on the elementary principals' and teachers' perceptions. Two surveys utilized in the study to collect the data included "Principal Instructional Rating Management Scale" created by Phillip Hallinger and "Teacher Self-Efficacy Scale" created by Tschannen-Moran and Woolfolk-Hoy. The study collected the data from 17 school principals and 151 teachers from 31 schools. Descriptive statistics used in the study to analyze the data in signalizing the extent of principals' and teachers' responses. Pearson correlation (Pearson r) utilized to identify the relationship between the instructional leadership roles and behaviors and the relationship between 3 teacher efficacies. The study also utilized Multiple Regression to measure the influence of instructional leadership roles on teacher efficacy. Teacher and principal variables such as gender, highest degree, and teaching or administration experience were including as independent variables in the regression procedure in reducing their influence on teacher efficacy. The result of the study illustrated that school principals and teachers had a high sense of their instructional practices in their daily performance. The study discovered a statistically significant relationship between instructional leadership roles and behaviors. It also found a statistically significant relationship between 3 teacher of efficacies; however, it did not discover meaningful influence of instructional leadership on teacher efficacy. The study recommended that school principals should raise their instructional leadership roles and behaviors in increasing the teacher efficacy. Also, the study recommended that teachers should use the results in examining their instructional practices and finding ways to improve them.
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650 4 $a Educational psychology. $3 517650
650 4 $a Behavioral psychology. $3 2122788
650 4 $a Occupational psychology. $3 2122852
650 4 $a Teacher education. $3 3172312
653 $a Instructional leader
653 $a Instructional leadership
653 $a Leadership for learning
653 $a Perception
653 $a Teacher efficacy
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690 $a 0525
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710 2 $a Mississippi College. $b Educational Leadership. $3 3280897
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13878300