Factors Affecting Leader Self-Efficacy: Georgia Leader Assessment Performance Standards and Leader Preparation Programs
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Authors
Haney, Angela M.
Issue Date
2014-08
Type
Dissertation
Language
en_US
Keywords
Leadership , Education , self-efficacy , school principals , LKES , leader keys , school administration , accountability , public schools
Alternative Title
Abstract
Tschannen-Moran and Gareis (2007) explain that a positive sense of self-efficacy in key accountability areas often correlates with accomplishment of goals for a school principal This positive self-efficacy begins with solid training, mentorship, and continuing curriculum teachings from induction programs (Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007; Hall, 2008; Harchar & Campbell, 2010; Hughes, 2010; Versland, 2009) This causal-comparative study soughtto discover the level of confidence Georgia principals had in themselves and their induction program elements when implementing the four new accountability domains in GaDOE’s(GaDOE) Leader Keys Effectiveness System (LKES): School Leadership, Organizational Leadership, Human Resources Leadership, and Professionalism and Communication This information can be used by state departments of education and by university leadership programs to better define training curricula needed to create positive self-efficacy for principals in their new areas of evaluation
This project focused on all Georgia public school principals and was conducted via online survey using demographic data and the Principal Sense of Efficacy Scale (PSES) created by Tschannen-Moran and Gareis (2004) Frequency data were given for areas of greatest preparation and areas of needed training for the four LKES domains The area of LKES School Leadership skills was ranked highest for principal preparation and Human Resources Leadership skills as area of most need Two Multivariate Analysis of Variance (MANOVA) were used to infer possible causation between PSES leadership self-efficacy levels (tied to LKES subscales) and the selected independent variables – certification level, induction program type, level of school, and school setting No ii statistically significant results were found, soseparate univariate Analysis of Variance (ANOVAs) were run for each independent variable Again, no statistically significant results were found; however, upon calculating Cohen’s deffect size for the highest and lowest mean in each group, Masters/PL or L-5 and Doctorate/PL or L-7 within the group of certificate level came back with moderate (d= 42) practical significance While this study focused solely on Georgia’s College and Career Ready Performance Index (CCRPI) Leader Keys, future research could use correlated leader standards in other states to determine best methods for preparing leaders for coming changes.