School Principal's Leadership Style and Teachers' Self-Efficacy.
By A. Nir, Nati Kranot. 2006
121 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/95b0b23883097b3ffcb907b7494344e9f465522f
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- M. Bellibaş
- Shengnan Liu
- S. Gümüş
- Yan Liu
- Philip Hallinger
- Rezvan Hosseingholizadeh
- Nooriyah Hashemi
- Masoumeh Kouhsari
Citations in the corpus
- 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).”
- The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration (2020, background): “…and to what extent school leadership accounts for the variations in teacher job satisfaction and self-efficacy perceptions (Bogler, 2001; Duyar et al., 2013; Gedik and Bellibaş, 2015; Hallinger et al., 2017; Hulpia et al., 2009; Liu and Printy, 2017; Ngotngamwong, 2018; Nir and Kranot, 2006).”
- Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran (2018, background): “These ‘positive efficacy beliefs’ communicated by principals appear to achieve enhanced impact through ‘instructional leadership behaviors’ that model these values and provide ‘tangible support’ for change in teaching and learning (Ebmeier, 2003; Leithwood and Jantzi, 2006, 2008; Nir and Kranot, 200”
- Understanding the Human Side of School Leadership: Principals’ Impact on Teachers’ Morale, Self-Efficacy, Stress, and Commitment (2016, unknown): “Critical principal behaviors: Key findings This study supports the core body of research in this field, suggesting that principals play a central role in shaping the emotions of teachers (Nir & Kranot, 2006; Sass, Seal, & Martin, 2010).”