The Effect of School Tasks on Principals' and Assistant Principals’ Leadership Self-Efficacy

Torri Jackson; Juliann Sergi McBrayer; Summer Pannell; Richard E. Cleveland; Suzanne B. Miller; Katherine Fallon

The Effect of School Tasks on Principals' and Assistant Principals’ Leadership Self-Efficacy

Torri Jackson, Juliann Sergi McBrayer, Summer Pannell, Richard E. Cleveland, Suzanne B. Miller, Katherine Fallon

Human Services & Educational Leadership

Research output: Contribution to journal › Article › peer-review

Abstract

The pressure to lead schools effectively while fulfilling instructional leadership and school management tasks could impact school administrators’ perceptions of their leadership capabilities. The purpose of this quantitative, cross-sectional study was to identify the relationship between the varied tasks of school administrators as related to their leadership self-efficacy. Data were collected from 73 school administrators to ascertain leadership self-efficacy of principals and assistant principals based upon the completion of instructional leadership tasks and school management tasks. The major findings of the study indicated a positive, linear relationship between leadership self-efficacy and the instructional leadership tasks and school management tasks of school administrators. The practical application of this study provides insight into the types of tasks that impact the leadership self-efficacy of principals and assistant principals and could drive the professional learning of school administrators and the delegation of their tasks.

Original language	Undefined/Unknown
Journal	School Leadership Review
State	Published - Oct 11 2021

Access to Document

Administrative Self-Efficacy of School Tasks

http://scholarworks.sfasu.edu/slr/vol16/iss1/7

Cite this

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title = "The Effect of School Tasks on Principals' and Assistant Principals{\textquoteright} Leadership Self-Efficacy",

abstract = "The pressure to lead schools effectively while fulfilling instructional leadership and school management tasks could impact school administrators{\textquoteright} perceptions of their leadership capabilities. The purpose of this quantitative, cross-sectional study was to identify the relationship between the varied tasks of school administrators as related to their leadership self-efficacy. Data were collected from 73 school administrators to ascertain leadership self-efficacy of principals and assistant principals based upon the completion of instructional leadership tasks and school management tasks. The major findings of the study indicated a positive, linear relationship between leadership self-efficacy and the instructional leadership tasks and school management tasks of school administrators. The practical application of this study provides insight into the types of tasks that impact the leadership self-efficacy of principals and assistant principals and could drive the professional learning of school administrators and the delegation of their tasks.",

author = "Torri Jackson and McBrayer, {Juliann Sergi} and Summer Pannell and Cleveland, {Richard E.} and Miller, {Suzanne B.} and Katherine Fallon",

year = "2021",

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AU - Pannell, Summer

AU - Cleveland, Richard E.

AU - Miller, Suzanne B.

AU - Fallon, Katherine

PY - 2021/10/11

Y1 - 2021/10/11

N2 - The pressure to lead schools effectively while fulfilling instructional leadership and school management tasks could impact school administrators’ perceptions of their leadership capabilities. The purpose of this quantitative, cross-sectional study was to identify the relationship between the varied tasks of school administrators as related to their leadership self-efficacy. Data were collected from 73 school administrators to ascertain leadership self-efficacy of principals and assistant principals based upon the completion of instructional leadership tasks and school management tasks. The major findings of the study indicated a positive, linear relationship between leadership self-efficacy and the instructional leadership tasks and school management tasks of school administrators. The practical application of this study provides insight into the types of tasks that impact the leadership self-efficacy of principals and assistant principals and could drive the professional learning of school administrators and the delegation of their tasks.

AB - The pressure to lead schools effectively while fulfilling instructional leadership and school management tasks could impact school administrators’ perceptions of their leadership capabilities. The purpose of this quantitative, cross-sectional study was to identify the relationship between the varied tasks of school administrators as related to their leadership self-efficacy. Data were collected from 73 school administrators to ascertain leadership self-efficacy of principals and assistant principals based upon the completion of instructional leadership tasks and school management tasks. The major findings of the study indicated a positive, linear relationship between leadership self-efficacy and the instructional leadership tasks and school management tasks of school administrators. The practical application of this study provides insight into the types of tasks that impact the leadership self-efficacy of principals and assistant principals and could drive the professional learning of school administrators and the delegation of their tasks.

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JF - School Leadership Review

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