Principals Sense of Efficacy: Assessing a Promising Construct.
By Megan Tschannen-Moran, Christopher R. Gareis. 2004
322 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/224baa9dad0aa0a42e0bec3bddec4683f80b18b4
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Julia Mahfouz
- Einar M. Skaalvik
- R. Federici
- Philip Hallinger
- Christopher R. Gareis
- Megan Tschannen-Moran
- Shengnan Liu
- I. Berkovich
In Education
- R. Federici
- Einar M. Skaalvik
- Shengnan Liu
- Philip Hallinger
- Christopher R. Gareis
- Julia Mahfouz
- Nooriyah Hashemi
- Masoumeh Kouhsari
Citations in the corpus
- Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran (2018, background): “…the relationship of principal self-efficacy, instructional leadership and collective teacher efficacy reinforce the importance of ‘walking your talk’, or aligning words and actions (Barth, 1990; Dwyer, 1986; Leithwood and Jantzi, 2008; Saphier et al., 2006; Tschannen-Moran and Gareis, 2004).”
- Principal self-efficacy and work engagement: assessing a Norwegian Principal Self-Efficacy Scale (2011, methodology): “Imants and De Brabander 1996; Smith 2003; Tschannen-Moran and Gareis 2004, 2005 ).”
- Educational Leaders and Emotions (2015, background): “The effect of such emotional dissonance on leaders’ performance was explored in 544 U.S. public school principals by Tschannen-Moran and Gareis (2004).”
- Cultivating Principals’ Self-Efficacy: Supports that Matter (2007, background): “The Principal Sense of Efficacy Scale is an 18-item measure that assesses principals’ self-perceptions of their capability to accomplish various aspects of school leadership (Tschannen-Moran & Gareis, 2004).”
- Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model (2018, background): “Over the past two decades a growing body of research has accumulated suggesting a positive relationship between the self-efficacy and leadership behavior of school principals (Dimmock & Hattie, 1996; Domsch, 2009; Leithwood & Jantzi, 2008; Lucas, 2003; Tschannen-Moran & Gareis, 2004).”
- Attitudes towards Inclusion and Self-Efficacy of Principals and Teachers. (2014, background): “…self-effective and competent principal possesses the ability to give directions and thus exercises a positive influence on the teaching staff‘s attainment of commonly agreed-upon goals (Leithwood & Riehl, 2003; Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004; Tschannen-Moran & Gareis, 2004).”
- Principals and stress: Few coping strategies for abundant stressors (2018, background): “Tschannen-Moran and Gareis (2004) studied 544 US public school principals and found that the principals’ work alienation was negatively affected by their sense of efficacy.”