Examination of Relationships between Instructional Leadership of School Principals and Self-Efficacy of Teachers and Collective Teacher Efficacy.

By Temel Çalık, Ferudun Sezgin, Hasan Kavgacı, A. Kılınç. 2012

176 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/538ef38c982a2aac3f5427ae78c5c97fec4493a1

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Citations in the corpus

Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model (2018, unknown): “First, with support from a growing literature (e.g., Calik et al., 2012; Dale & Phillips, 2011; Fromm, 2017; Hallinger, Hosseingholizadeh, et al., 2017; McGuigan & Hoy, 2006; Rew, 2013; Salazar, 2014), our results highlight “teacher self-efficacy” as a potentially important “path” through which…”
The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy (2020, background): “Whereas studies by Çalik et al. (2012), Liu et al. (2019), Ninković and Knežević-Florić (2018), and Qadach et al. (2019) found relationships with small to medium effect sizes between principal leadership and collective efficacy, the present study, as well as Hallinger et al., (2018), found a…”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “In contrast to the work that indicates a relatively smaller effect (Calik et al. 2012), our analysis shows a moderate effect of instructional leadership on collective teacher efficacy in Turkey, supporting the study by Liu and Hallinger (2018) who also find a moderate relationship in the Chinese…”
Unpacking the effects of culture on school leadership and teacher learning in China (2020, background): “…teachers, as well as teachers as a group (i.e. collective teacher efficacy) is influenced by context factors in the school such as quality of leadership, autonomy, and school climate and culture (Calik et al., 2012; Collie et al., 2012; Nir and Kranot, 2006; Tschannen-Moran and Hoy, 2001).”
Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China (2019, background): “For example, Calik et al. (2012) found that IL had a positive and significant effect on collective efficacy and had a positive and significant effect on self-efficacy.”
Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran (2018, background): “Other research has focused on understanding the effects of CTE on teacher commitment and job satisfaction (Calik et al., 2012; Cooper, 2010; Mackenzie, 2001; Solomon, 2007).”
Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “Similar studies revealed that instructional leadership has a positive effect on collective teacher efficacy (Calik et al., 2012; Dale & Phillips, 2011; Fancera & Bliss, 2011; Goddard et al., 2015, 2000; Hallinger et al., 2016; Hallinger & Lee, 2013; Le Fevre & Robinson, 2014; Salazar, 2014).”
Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model (2020, background): “…that principals’ focus on creating a vision and goals for student learning, mentoring teachers and students for success, and encouraging teacher professional development can enhance teachers’ sense of self-efficacy (e.g. Çalık et al., 2012; McGuigan and Hoy, 2006; Shengnan and Hallinger, 2020).”