dc.contributor.author	Haney, Angela M.
dc.coverage.spatial	United States -- Georgia	en_US
dc.coverage.temporal	2012-2014	en_US
dc.date.accessioned	2014-08-13T18:54:05Z
dc.date.available	2014-08-13T18:54:05Z
dc.date.issued	2014-08
dc.identifier.uri	http://hdl.handle.net/10428/1742
dc.description.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.	en_US
dc.description.tableofcontents	I INTRODUCTION 1 II REVIEW OF LITERATURE 23 III RESEARCH DESIGN AND METHODOLOGY Research Design 40 Population and Sample 44 Procedures 50 Data Analysis 51 Chapter Summary 54 IV RESULTS Organization and Analysis 55 Description of the Sample 57 Analysis of Research Questions 1 and 2 58 Data Screening 60 Analysis of Research Question 3 66 Analysis of Research Question 4 68 Summary 70 V DISCUSSION Overview of Study 72 Literature Review Summary 73 Conceptual Framework 81 Population of Study 84 Results of Research 85 iv Recommendations 94 REFERENCE LIST 101 APPENDIX A: School Administration Self-Efficacy Questionnaire 111 APPENDIX B: Authors Permission to Use PSES 120 APPENDIX C: Survey Communication 122 APPENDIX D: Exemption from Institutional Review Board 125	en_US
dc.language.iso	en_US	en_US
dc.subject	Leadership	en_US
dc.subject	Education	en_US
dc.subject	self-efficacy	en_US
dc.subject	school principals	en_US
dc.subject	LKES	en_US
dc.subject	leader keys	en_US
dc.subject	school administration	en_US
dc.subject	accountability	en_US
dc.subject	public schools	en_US
dc.title	Factors Affecting Leader Self-Efficacy: Georgia Leader Assessment Performance Standards and Leader Preparation Programs	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Educational Leadership	en_US
dc.description.advisor	Pate, James L.
dc.description.committee	Gibson, Nicole M.
dc.description.committee	Paine, Deborah G.
dc.description.committee	Radcliffe, Barbara J.
dc.description.degree	Ed.D	en_US
dc.description.major	Education	en_US