subject:(Leadership Efficacy)

University of Saskatchewan

1. Yasinian, Maryam. The Role of Self-Efficacy in Female Post-Secondary Leadership.

Degree: 2019, University of Saskatchewan

► This qualitative study explored the relationship between leadership development of female academics and self-efficacy. Although self-efficacy has become one of the key variables employed to… (more)

Subjects/Keywords: Self-efficacy; Leadership

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APA (6^th Edition):

Yasinian, M. (2019). The Role of Self-Efficacy in Female Post-Secondary Leadership. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12475

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yasinian, Maryam. “The Role of Self-Efficacy in Female Post-Secondary Leadership.” 2019. Thesis, University of Saskatchewan. Accessed January 19, 2021. http://hdl.handle.net/10388/12475.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yasinian, Maryam. “The Role of Self-Efficacy in Female Post-Secondary Leadership.” 2019. Web. 19 Jan 2021.

Vancouver:

Yasinian M. The Role of Self-Efficacy in Female Post-Secondary Leadership. [Internet] [Thesis]. University of Saskatchewan; 2019. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10388/12475.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yasinian M. The Role of Self-Efficacy in Female Post-Secondary Leadership. [Thesis]. University of Saskatchewan; 2019. Available from: http://hdl.handle.net/10388/12475

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

2. Cullum, Princess. Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory.

Degree: 2016, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc849695/

► Bombarded by constant and rapid change, healthcare organizations feel a sense of urgency to meet their needs for leaders. They rely on physicians to lead… (more)

Subjects/Keywords: physician leadership; self-efficacy

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APA (6^th Edition):

Cullum, P. (2016). Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849695/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cullum, Princess. “Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory.” 2016. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc849695/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cullum, Princess. “Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory.” 2016. Web. 19 Jan 2021.

Vancouver:

Cullum P. Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory. [Internet] [Thesis]. University of North Texas; 2016. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849695/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cullum P. Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849695/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Boston College

3. Rose, Geoffrey. Socially and Emotionally Competent Leadership: Practices That Shape the Sources of Collective Efficacy.

Degree: EdD, Educational Leadership and Higher Education, 2020, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:108807

► Research has shown that collective efficacy, school-based leadership, and social and emotional (SEL) competencies positively contribute to student success. In the context of education, collective… (more)

Subjects/Keywords: Collective Efficacy; Leadership Practices

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APA (6^th Edition):

Rose, G. (2020). Socially and Emotionally Competent Leadership: Practices That Shape the Sources of Collective Efficacy. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108807

Chicago Manual of Style (16^th Edition):

Rose, Geoffrey. “Socially and Emotionally Competent Leadership: Practices That Shape the Sources of Collective Efficacy.” 2020. Doctoral Dissertation, Boston College. Accessed January 19, 2021. http://dlib.bc.edu/islandora/object/bc-ir:108807.

MLA Handbook (7^th Edition):

Rose, Geoffrey. “Socially and Emotionally Competent Leadership: Practices That Shape the Sources of Collective Efficacy.” 2020. Web. 19 Jan 2021.

Vancouver:

Rose G. Socially and Emotionally Competent Leadership: Practices That Shape the Sources of Collective Efficacy. [Internet] [Doctoral dissertation]. Boston College; 2020. [cited 2021 Jan 19]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108807.

Council of Science Editors:

Rose G. Socially and Emotionally Competent Leadership: Practices That Shape the Sources of Collective Efficacy. [Doctoral Dissertation]. Boston College; 2020. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108807

Texas A&M University

4. Arterbury, Laurelyn Hunter. The Synergistic Leadership Theory as it Applies to Leadership Behaviors of Female Principals at Suburban High Schools and the Collective Efficacy of their Teachers: A Case Study.

Degree: EdD, Educational Administration, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/187365

► The purpose of this study was to apply the Synergistic Leadership Theory (SLT) as a framework to identify specific leadership behaviors of four female principals… (more)

Subjects/Keywords: synergistic leadership theory; collective efficacy; female leadership

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APA (6^th Edition):

Arterbury, L. H. (2016). The Synergistic Leadership Theory as it Applies to Leadership Behaviors of Female Principals at Suburban High Schools and the Collective Efficacy of their Teachers: A Case Study. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/187365

Chicago Manual of Style (16^th Edition):

Arterbury, Laurelyn Hunter. “The Synergistic Leadership Theory as it Applies to Leadership Behaviors of Female Principals at Suburban High Schools and the Collective Efficacy of their Teachers: A Case Study.” 2016. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/187365.

MLA Handbook (7^th Edition):

Arterbury, Laurelyn Hunter. “The Synergistic Leadership Theory as it Applies to Leadership Behaviors of Female Principals at Suburban High Schools and the Collective Efficacy of their Teachers: A Case Study.” 2016. Web. 19 Jan 2021.

Vancouver:

Arterbury LH. The Synergistic Leadership Theory as it Applies to Leadership Behaviors of Female Principals at Suburban High Schools and the Collective Efficacy of their Teachers: A Case Study. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/187365.

Council of Science Editors:

Arterbury LH. The Synergistic Leadership Theory as it Applies to Leadership Behaviors of Female Principals at Suburban High Schools and the Collective Efficacy of their Teachers: A Case Study. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/187365

Eastern Michigan University

5. Helber, Julie Diane. Self-efficacy and instructional leadership: Does mentoring make a difference?.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2015, Eastern Michigan University

URL: https://commons.emich.edu/theses/616

► The responsibility of principals has shifted significantly over the past few decades. During 1960s and 1970s school leaders were expected to be organizers and… (more)

▼ The responsibility of principals has shifted significantly over the past few decades. During 1960s and 1970s school leaders were expected to be organizers and managers of schools and to serve as buffers to the organization to protect a weak technical core. Standards-based reform, beginning in the 1980s, was in direct conflict with this mindset. Instead of protecting a weak technical core, school leaders had to focus on instruction guided by standards and demonstrate alignment to such standards. Today, there is an increased attention on academic achievement and accountability in schools (Leithwood, Jantzi, & Steinbach, 1999). Principals are being held responsible for the quality of their teaching staff and the results of high stakes assessments. Mentoring programs for practicing principals are limited and those for aspiring principals are inconsistent. Given the changing role of the principal in public education, the researcher conducted this study to determine how mentoring impacts a principal's self-efficacy in instructional leadership. Data were collected through the use of a web-based quantitative survey. A sample size of 505 principals was captured. Principals were asked to characterize their mentoring experience and answer questions that identified their self-efficacy in instructional leadership categories. Data were analyzed using descriptive and inferential statistics, confirmatory factor analysis, and structural equation modeling. Major findings included the following: 1) Principals who were mentored had higher self-efficacy scores in each of the instructional leadership categories; culture, data, and enactment (school improvement, evaluation and curriculum; 2) Suburban school principals ranked their mentoring experiences at a higher level than urban or rural principals; 3) Principals who held doctoral degrees were more efficacious in all three instructional leadership categories; 4) Elementary principals were more efficacious in the use of data to improve instruction; 5) Principals who had served longer tenures had higher self-efficacy scores in building a positive school culture. The results of this research will contribute to the existing knowledge base about the effects of a mentoring program on instructional leadership self-efficacy and will be beneficial to school districts, college and university educational administration programs, and building leaders across the state. Advisors/Committee Members: Dr. Ronald Williamson, Chair, Dr. Jaclynn C. Tracy, Dr. Gary Marx.

Subjects/Keywords: Bandura; leadership; mentoring; self-efficacy; Educational Leadership

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APA (6^th Edition):

Helber, J. D. (2015). Self-efficacy and instructional leadership: Does mentoring make a difference?. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/616

Chicago Manual of Style (16^th Edition):

Helber, Julie Diane. “Self-efficacy and instructional leadership: Does mentoring make a difference?.” 2015. Doctoral Dissertation, Eastern Michigan University. Accessed January 19, 2021. https://commons.emich.edu/theses/616.

MLA Handbook (7^th Edition):

Helber, Julie Diane. “Self-efficacy and instructional leadership: Does mentoring make a difference?.” 2015. Web. 19 Jan 2021.

Vancouver:

Helber JD. Self-efficacy and instructional leadership: Does mentoring make a difference?. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2015. [cited 2021 Jan 19]. Available from: https://commons.emich.edu/theses/616.

Council of Science Editors:

Helber JD. Self-efficacy and instructional leadership: Does mentoring make a difference?. [Doctoral Dissertation]. Eastern Michigan University; 2015. Available from: https://commons.emich.edu/theses/616

Clemson University

6. McMaster, Laura. The Impact Institutional Culture has on Women's Political Leadership Efficacy Development.

Degree: PhD, Educational Leadership, 2016, Clemson University

URL: https://tigerprints.clemson.edu/all_dissertations/1653

► The purpose of this qualitative research study was to explore how institutional culture impacts women's political leadership efficacy development. By utilizing a constructivist design and… (more)

Subjects/Keywords: College; Culture; Leadership-Efficacy; Political Leadership; Women

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APA (6^th Edition):

McMaster, L. (2016). The Impact Institutional Culture has on Women's Political Leadership Efficacy Development. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1653

Chicago Manual of Style (16^th Edition):

McMaster, Laura. “The Impact Institutional Culture has on Women's Political Leadership Efficacy Development.” 2016. Doctoral Dissertation, Clemson University. Accessed January 19, 2021. https://tigerprints.clemson.edu/all_dissertations/1653.

MLA Handbook (7^th Edition):

McMaster, Laura. “The Impact Institutional Culture has on Women's Political Leadership Efficacy Development.” 2016. Web. 19 Jan 2021.

Vancouver:

McMaster L. The Impact Institutional Culture has on Women's Political Leadership Efficacy Development. [Internet] [Doctoral dissertation]. Clemson University; 2016. [cited 2021 Jan 19]. Available from: https://tigerprints.clemson.edu/all_dissertations/1653.

Council of Science Editors:

McMaster L. The Impact Institutional Culture has on Women's Political Leadership Efficacy Development. [Doctoral Dissertation]. Clemson University; 2016. Available from: https://tigerprints.clemson.edu/all_dissertations/1653

University of Kentucky

7. Lee, Kyle A. THE INFLUENCE OF COLLECTIVE INSTRUCTIONAL LEADERSHIP ON TEACHER EFFICACY.

Degree: 2015, University of Kentucky

URL: https://uknowledge.uky.edu/edl_etds/12

► In understanding leadership to be the single most important factor in shaping a school’s performance, and second highest factor influencing student achievement, it is a… (more)

Subjects/Keywords: Teacher Efficacy; Collective Efficacy; Collective Leadership; Instructional Leadership; Collective Instructional Leadership; Educational Leadership

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APA (6^th Edition):

Lee, K. A. (2015). THE INFLUENCE OF COLLECTIVE INSTRUCTIONAL LEADERSHIP ON TEACHER EFFICACY. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edl_etds/12

Chicago Manual of Style (16^th Edition):

Lee, Kyle A. “THE INFLUENCE OF COLLECTIVE INSTRUCTIONAL LEADERSHIP ON TEACHER EFFICACY.” 2015. Doctoral Dissertation, University of Kentucky. Accessed January 19, 2021. https://uknowledge.uky.edu/edl_etds/12.

MLA Handbook (7^th Edition):

Lee, Kyle A. “THE INFLUENCE OF COLLECTIVE INSTRUCTIONAL LEADERSHIP ON TEACHER EFFICACY.” 2015. Web. 19 Jan 2021.

Vancouver:

Lee KA. THE INFLUENCE OF COLLECTIVE INSTRUCTIONAL LEADERSHIP ON TEACHER EFFICACY. [Internet] [Doctoral dissertation]. University of Kentucky; 2015. [cited 2021 Jan 19]. Available from: https://uknowledge.uky.edu/edl_etds/12.

Council of Science Editors:

Lee KA. THE INFLUENCE OF COLLECTIVE INSTRUCTIONAL LEADERSHIP ON TEACHER EFFICACY. [Doctoral Dissertation]. University of Kentucky; 2015. Available from: https://uknowledge.uky.edu/edl_etds/12

East Tennessee State University

8. Williams, Kelly M. Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

URL: https://dc.etsu.edu/etd/2503

► Effective leadership has a positive impact upon schools and student achievement. Teacher inclusion in leadership efforts has grown during a time of school reform.… (more)

Subjects/Keywords: education; teacher leadership; self-efficacy; teaching efficacy; educational administration; Educational Leadership

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APA (6^th Edition):

Williams, K. M. (2015). Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2503

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Williams, Kelly M. “Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study.” 2015. Thesis, East Tennessee State University. Accessed January 19, 2021. https://dc.etsu.edu/etd/2503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Williams, Kelly M. “Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study.” 2015. Web. 19 Jan 2021.

Vancouver:

Williams KM. Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study. [Internet] [Thesis]. East Tennessee State University; 2015. [cited 2021 Jan 19]. Available from: https://dc.etsu.edu/etd/2503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williams KM. Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study. [Thesis]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2503

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Georgia State University

9. Nelson, Emily. The Principal's Influence on Teacher Efficacy to Foster Student Engagement: A Case Study of Two Elementary Schools.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2018, Georgia State University

URL: https://scholarworks.gsu.edu/eps_diss/184

► Student engagement has a significant impact on their school experiences and outcomes. Affective, behavioral, and cognitive engagement constructs work as interconnected components shaping students’… (more)

▼ Student engagement has a significant impact on their school experiences and outcomes. Affective, behavioral, and cognitive engagement constructs work as interconnected components shaping students’ engagement. Considering the malleable nature of student engagement, possibilities exist to address this construct early thereby influencing the educational trajectory of students. Teacher efficacy, both individual and collective, impacts students’ engagement within schools. School leadership facilitates teacher efficacy through avenues such as instructional feedback, opportunities for collaboration, and shared decision making. This study’s purpose was to understand how the interactions between teachers and leaders facilitate teachers’ strong efficacy beliefs and how teacher’s influence students’ engagement in the classroom. This qualitative case study examined the engagement construct within two high-achieving elementary schools. Using distributed, transformational, and instructional leadership theories, this study examined practices of principals that support teacher efficacy and foster an environment that strengthens student engagement. Participants included teachers with strong efficacy as well as school leaders. Interviews with teachers and leaders, observations, and a review of artifacts identified school practices perceived to positively influence teacher efficacy as well as practices that promoted student engagement. Findings revealed participants demonstrated zeal through positive interactions with stakeholders. Secondly, perceptions confirmed the value of affirming and precise feedback from principals to promote strong efficacy beliefs. Thirdly, findings determined the importance of implementing customized supports for students’ emotional and academic needs to foster engagement. Implications exist for principals to consider how they demonstrate zeal through positive interactions within the school environment. Additionally, school leaders should consider their practices for providing feedback as well as promoting a focus on customized supports for each student. This study highlighted these considerations for leadership practices that promote efficacy and thereby improve student engagement. Advisors/Committee Members: Dr. Kristina Brezicha, Dr. James Kahrs, Dr. Kim McDermon.

Subjects/Keywords: Student Engagement; Teacher Efficacy; Collective Efficacy; Distributed Leadership; Transformational Leadership; Instructional Leadership

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APA (6^th Edition):

Nelson, E. (2018). The Principal's Influence on Teacher Efficacy to Foster Student Engagement: A Case Study of Two Elementary Schools. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/184

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nelson, Emily. “The Principal's Influence on Teacher Efficacy to Foster Student Engagement: A Case Study of Two Elementary Schools.” 2018. Thesis, Georgia State University. Accessed January 19, 2021. https://scholarworks.gsu.edu/eps_diss/184.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nelson, Emily. “The Principal's Influence on Teacher Efficacy to Foster Student Engagement: A Case Study of Two Elementary Schools.” 2018. Web. 19 Jan 2021.

Vancouver:

Nelson E. The Principal's Influence on Teacher Efficacy to Foster Student Engagement: A Case Study of Two Elementary Schools. [Internet] [Thesis]. Georgia State University; 2018. [cited 2021 Jan 19]. Available from: https://scholarworks.gsu.edu/eps_diss/184.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nelson E. The Principal's Influence on Teacher Efficacy to Foster Student Engagement: A Case Study of Two Elementary Schools. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/184

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Polm, John A, Jr. Principal Self-Efficacy and the Teacher Principal Evaluation Project.

Degree: 2016, Seattle Pacific University

URL: https://digitalcommons.spu.edu/soe_etd/11

► Cognitive psychologist Albert Bandura has made significant contributions to psychology and education since the 1950s. His social learning theory continues to have considerable influence in… (more)

Subjects/Keywords: social cognitive theory; self-efficacy; collective efficacy; leadership efficacy; Albert Bandura; principal self-efficacy; Educational Leadership

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APA (6^th Edition):

Polm, John A, J. (2016). Principal Self-Efficacy and the Teacher Principal Evaluation Project. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/11

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Polm, John A, Jr. “Principal Self-Efficacy and the Teacher Principal Evaluation Project.” 2016. Thesis, Seattle Pacific University. Accessed January 19, 2021. https://digitalcommons.spu.edu/soe_etd/11.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Polm, John A, Jr. “Principal Self-Efficacy and the Teacher Principal Evaluation Project.” 2016. Web. 19 Jan 2021.

Vancouver:

Polm, John A J. Principal Self-Efficacy and the Teacher Principal Evaluation Project. [Internet] [Thesis]. Seattle Pacific University; 2016. [cited 2021 Jan 19]. Available from: https://digitalcommons.spu.edu/soe_etd/11.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Polm, John A J. Principal Self-Efficacy and the Teacher Principal Evaluation Project. [Thesis]. Seattle Pacific University; 2016. Available from: https://digitalcommons.spu.edu/soe_etd/11

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Queensland University of Technology

11. Romaniuk, Mary-Jo Holash. Developing emerging leaders in the library profession : program content, self-efficacy and leadership.

Degree: 2014, Queensland University of Technology

URL: https://eprints.qut.edu.au/78447/

► This thesis used experimental and qualitative methods to determine that a typical, formal library leadership development intervention significantly enhanced the leadership self-efficacy of participants. The… (more)

Subjects/Keywords: leadership; leadership development programs; leadership development; leadership self-efficacy; self-efficacy; library administration; library leadership; emerging leaders; mixed methods; self-confidence

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APA (6^th Edition):

Romaniuk, M. H. (2014). Developing emerging leaders in the library profession : program content, self-efficacy and leadership. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/78447/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Romaniuk, Mary-Jo Holash. “Developing emerging leaders in the library profession : program content, self-efficacy and leadership.” 2014. Thesis, Queensland University of Technology. Accessed January 19, 2021. https://eprints.qut.edu.au/78447/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Romaniuk, Mary-Jo Holash. “Developing emerging leaders in the library profession : program content, self-efficacy and leadership.” 2014. Web. 19 Jan 2021.

Vancouver:

Romaniuk MH. Developing emerging leaders in the library profession : program content, self-efficacy and leadership. [Internet] [Thesis]. Queensland University of Technology; 2014. [cited 2021 Jan 19]. Available from: https://eprints.qut.edu.au/78447/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Romaniuk MH. Developing emerging leaders in the library profession : program content, self-efficacy and leadership. [Thesis]. Queensland University of Technology; 2014. Available from: https://eprints.qut.edu.au/78447/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Liberty University

12. Kitson, Nary Esther. School Administrators' Leadership Styles, Gender, and Perceived Self-Efficacy in Suburban Virginia: A Multiple Regression.

Degree: 2018, Liberty University

URL: https://digitalcommons.liberty.edu/doctoral/1947

► Educational leadership is one of the most important indicators in the success of a school. Research indicates leadership has various constructs which affect its effectiveness.… (more)

Subjects/Keywords: Leadership; Leadership Style; Gender; Self-Efficacy; Administrator; Education; Educational Leadership

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APA (6^th Edition):

Kitson, N. E. (2018). School Administrators' Leadership Styles, Gender, and Perceived Self-Efficacy in Suburban Virginia: A Multiple Regression. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1947

Chicago Manual of Style (16^th Edition):

Kitson, Nary Esther. “School Administrators' Leadership Styles, Gender, and Perceived Self-Efficacy in Suburban Virginia: A Multiple Regression.” 2018. Doctoral Dissertation, Liberty University. Accessed January 19, 2021. https://digitalcommons.liberty.edu/doctoral/1947.

MLA Handbook (7^th Edition):

Kitson, Nary Esther. “School Administrators' Leadership Styles, Gender, and Perceived Self-Efficacy in Suburban Virginia: A Multiple Regression.” 2018. Web. 19 Jan 2021.

Vancouver:

Kitson NE. School Administrators' Leadership Styles, Gender, and Perceived Self-Efficacy in Suburban Virginia: A Multiple Regression. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2021 Jan 19]. Available from: https://digitalcommons.liberty.edu/doctoral/1947.

Council of Science Editors:

Kitson NE. School Administrators' Leadership Styles, Gender, and Perceived Self-Efficacy in Suburban Virginia: A Multiple Regression. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1947

Youngstown State University

13. Campbell, Wendell Lynn. Correlating Principals' Self-Efficacy Ratings with Ratings of Their Efficacy by Their Teachers: Perceptions of Leadership.

Degree: Doctor of Education (Educational Leadership), Department of Teacher Education and Leadership Studies, 2012, Youngstown State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1341003286

► Principals' perceptions of their leadership efficacy play an important role in the success of the buildings they lead. This study was designed to contribute to… (more)

Subjects/Keywords: Educational Leadership; Psychology; Self-efficacy; Leadership; Educational Leadership; Perceptions

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APA (6^th Edition):

Campbell, W. L. (2012). Correlating Principals' Self-Efficacy Ratings with Ratings of Their Efficacy by Their Teachers: Perceptions of Leadership. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1341003286

Chicago Manual of Style (16^th Edition):

Campbell, Wendell Lynn. “Correlating Principals' Self-Efficacy Ratings with Ratings of Their Efficacy by Their Teachers: Perceptions of Leadership.” 2012. Doctoral Dissertation, Youngstown State University. Accessed January 19, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1341003286.

MLA Handbook (7^th Edition):

Campbell, Wendell Lynn. “Correlating Principals' Self-Efficacy Ratings with Ratings of Their Efficacy by Their Teachers: Perceptions of Leadership.” 2012. Web. 19 Jan 2021.

Vancouver:

Campbell WL. Correlating Principals' Self-Efficacy Ratings with Ratings of Their Efficacy by Their Teachers: Perceptions of Leadership. [Internet] [Doctoral dissertation]. Youngstown State University; 2012. [cited 2021 Jan 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1341003286.

Council of Science Editors:

Campbell WL. Correlating Principals' Self-Efficacy Ratings with Ratings of Their Efficacy by Their Teachers: Perceptions of Leadership. [Doctoral Dissertation]. Youngstown State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1341003286

University of North Texas

14. Runge, Michael J. Coaching Efficacy Beliefs and Transformational Leadership Behaviors: Their Ability to Predict Motivational Climate.

Degree: 2016, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc862726/

► This study investigated the relationship between belief in coaching abilities (coaching efficacy beliefs, CEB), transformational leadership behaviors (TLB), and motivational climate development of current strength… (more)

Subjects/Keywords: Coaching Efficacy; Transformational Leadership; Motivational Climate Development

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APA (6^th Edition):

Runge, M. J. (2016). Coaching Efficacy Beliefs and Transformational Leadership Behaviors: Their Ability to Predict Motivational Climate. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862726/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Runge, Michael J. “Coaching Efficacy Beliefs and Transformational Leadership Behaviors: Their Ability to Predict Motivational Climate.” 2016. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc862726/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Runge, Michael J. “Coaching Efficacy Beliefs and Transformational Leadership Behaviors: Their Ability to Predict Motivational Climate.” 2016. Web. 19 Jan 2021.

Vancouver:

Runge MJ. Coaching Efficacy Beliefs and Transformational Leadership Behaviors: Their Ability to Predict Motivational Climate. [Internet] [Thesis]. University of North Texas; 2016. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862726/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Runge MJ. Coaching Efficacy Beliefs and Transformational Leadership Behaviors: Their Ability to Predict Motivational Climate. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862726/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

15. Prusak, Kyla J. Principal Leadership Behaviors that Affect Teacher Collective Efficacy.

Degree: 2020, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc1703293/

► Research continues to support the positive link between teacher collective efficacy and student achievement. The purpose of this study was to better understand how principal… (more)

Subjects/Keywords: leadership behaviors; teacher collective efficacy; Education, Administration

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APA (6^th Edition):

Prusak, K. J. (2020). Principal Leadership Behaviors that Affect Teacher Collective Efficacy. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1703293/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Prusak, Kyla J. “Principal Leadership Behaviors that Affect Teacher Collective Efficacy.” 2020. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc1703293/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Prusak, Kyla J. “Principal Leadership Behaviors that Affect Teacher Collective Efficacy.” 2020. Web. 19 Jan 2021.

Vancouver:

Prusak KJ. Principal Leadership Behaviors that Affect Teacher Collective Efficacy. [Internet] [Thesis]. University of North Texas; 2020. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703293/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Prusak KJ. Principal Leadership Behaviors that Affect Teacher Collective Efficacy. [Thesis]. University of North Texas; 2020. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703293/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

16. Ramchunder, Yvette. The role of emotional intelligence and self-efficacy as attributes of leadership effectiveness .

Degree: 2013, University of South Africa

URL: http://hdl.handle.net/10500/9902

► Psychological constructs may have significant influence on police leadership. The purpose of this study is to explore the relationship between, Emotional Intelligence, Self-Efficacy and Leadership… (more)

Subjects/Keywords: Self-Efficacy; Leadership effectiveness; Emotional intelligence

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APA (6^th Edition):

Ramchunder, Y. (2013). The role of emotional intelligence and self-efficacy as attributes of leadership effectiveness . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/9902

Chicago Manual of Style (16^th Edition):

Ramchunder, Yvette. “The role of emotional intelligence and self-efficacy as attributes of leadership effectiveness .” 2013. Masters Thesis, University of South Africa. Accessed January 19, 2021. http://hdl.handle.net/10500/9902.

MLA Handbook (7^th Edition):

Ramchunder, Yvette. “The role of emotional intelligence and self-efficacy as attributes of leadership effectiveness .” 2013. Web. 19 Jan 2021.

Vancouver:

Ramchunder Y. The role of emotional intelligence and self-efficacy as attributes of leadership effectiveness . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10500/9902.

Council of Science Editors:

Ramchunder Y. The role of emotional intelligence and self-efficacy as attributes of leadership effectiveness . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/9902

Kennesaw State University

17. Pearce, Michelle L. The Effects of Instructional Leadership on Teacher Efficacy.

Degree: Doctor of Education in Educational Leadership for Learning Dissertations, Educational Leadership, 2017, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/educleaddoc_etd/5

► This study sought to examine the effects of instructional leadership behaviors on teacher efficacy. The body of literature examined influenced the nature and implementation… (more)

Subjects/Keywords: elementary principals and teachers; efficacy; Educational Leadership

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APA (6^th Edition):

Pearce, M. L. (2017). The Effects of Instructional Leadership on Teacher Efficacy. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/5

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pearce, Michelle L. “The Effects of Instructional Leadership on Teacher Efficacy.” 2017. Thesis, Kennesaw State University. Accessed January 19, 2021. https://digitalcommons.kennesaw.edu/educleaddoc_etd/5.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pearce, Michelle L. “The Effects of Instructional Leadership on Teacher Efficacy.” 2017. Web. 19 Jan 2021.

Vancouver:

Pearce ML. The Effects of Instructional Leadership on Teacher Efficacy. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2021 Jan 19]. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/5.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pearce ML. The Effects of Instructional Leadership on Teacher Efficacy. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/5

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Eastern Michigan University

18. Kaminski, Julie L. High school principals’ leadership styles and their impact on teacher efficacy.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2013, Eastern Michigan University

URL: https://commons.emich.edu/theses/603

► This study investigated the relationship between high school principals' leadership style and teacher efficacy. A mixed method study was conducted using an online survey… (more)

Subjects/Keywords: High school; leadership; teachers; self-efficacy; Education

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APA (6^th Edition):

Kaminski, J. L. (2013). High school principals’ leadership styles and their impact on teacher efficacy. (Thesis). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/603

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kaminski, Julie L. “High school principals’ leadership styles and their impact on teacher efficacy.” 2013. Thesis, Eastern Michigan University. Accessed January 19, 2021. https://commons.emich.edu/theses/603.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kaminski, Julie L. “High school principals’ leadership styles and their impact on teacher efficacy.” 2013. Web. 19 Jan 2021.

Vancouver:

Kaminski JL. High school principals’ leadership styles and their impact on teacher efficacy. [Internet] [Thesis]. Eastern Michigan University; 2013. [cited 2021 Jan 19]. Available from: https://commons.emich.edu/theses/603.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kaminski JL. High school principals’ leadership styles and their impact on teacher efficacy. [Thesis]. Eastern Michigan University; 2013. Available from: https://commons.emich.edu/theses/603

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Palm, Sofie. Inomgruppsfaktorer och ledarskapsfaktorer: Om individens upplevelse av kollektiv efficacy i arbetsgruppen.

Degree: Sustainable Development of Society and Technology, 2011, Mälardalen University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11861

► Viktigt för ett bra gruppklimat är bland annat gruppens kommunikationsmönster och tidigare framgångar, något som är beroende av tydliga mål för arbetet. Tidigare forskning… (more)

Subjects/Keywords: Collective efficacy; work groups; leadership; Psychology; Psykologi

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APA (6^th Edition):

Palm, S. (2011). Inomgruppsfaktorer och ledarskapsfaktorer: Om individens upplevelse av kollektiv efficacy i arbetsgruppen. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11861

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Palm, Sofie. “Inomgruppsfaktorer och ledarskapsfaktorer: Om individens upplevelse av kollektiv efficacy i arbetsgruppen.” 2011. Thesis, Mälardalen University. Accessed January 19, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11861.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Palm, Sofie. “Inomgruppsfaktorer och ledarskapsfaktorer: Om individens upplevelse av kollektiv efficacy i arbetsgruppen.” 2011. Web. 19 Jan 2021.

Vancouver:

Palm S. Inomgruppsfaktorer och ledarskapsfaktorer: Om individens upplevelse av kollektiv efficacy i arbetsgruppen. [Internet] [Thesis]. Mälardalen University; 2011. [cited 2021 Jan 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11861.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Palm S. Inomgruppsfaktorer och ledarskapsfaktorer: Om individens upplevelse av kollektiv efficacy i arbetsgruppen. [Thesis]. Mälardalen University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11861

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Zuninio Jr., Bernard James. A Study of Relationships among Teachers' Perceptions of Leadership Practices and Teachers' Perceptions of Teacher Efficacy.

Degree: 2017, University of Nevada – Reno

URL: http://hdl.handle.net/11714/2767

► ABSTRACT: A Study of Relationships among Teachers’ Perceptions of Leadership Practices and Teachers’ Perceptions of Teacher Efficacy. The purpose of the study was to determine… (more)

▼ ABSTRACT: A Study of Relationships among Teachers’ Perceptions of Leadership Practices and Teachers’ Perceptions of Teacher Efficacy. The purpose of the study was to determine if significant relationships existed among measures of elementary principals’ leadership practices and measures of teacher self-efficacy as perceived by rural elementary teachers. Teachers' sense of efficacy has been related to teacher performance and student achievement. Teachers who have a strong sense of efficacy tend to demonstrate greater effort, persist longer in working with students who have problems, and have greater success in reform initiatives. Consistently, principal leadership behaviors have been linked to teachers' sense of efficacy; however, the results of this study were not consistent with such research findings. Teachers’ perceptions of principals’ behaviors were not correlated with teachers’ efficacy. Specifically, based on the responses of 221 rural teachers, the five measures of the Leadership Practices Inventory (LPI) were not correlated to subscales of the Teacher Efficacy Scale (TES). It was posited that the lack of correlations could be associated with the relatively short tenure of the rural principals in the study; all principals had been in their current position less than three years at the time of the study. Grouping of teacher responses were established using selected demographic variables. The results of MANOVAs were mixed. Significant differences across groups were established for Number of Years Teaching and Teachers Level of Education. Teachers were asked to describe their involvement in decision-making in their schools. Their descriptions indicated that their involvement was primarily associated with participation in committee work and involvement in various building level teams. However, over one-half of the teachers indicated that they were only involved within their classrooms or that they were not involved in decision-making. Again, it was posited that these finding could be associated with the nature and character of small rural schools and with the relatively short tenure of the principals. Advisors/Committee Members: Thornton, Billy (advisor), Hill, Gus (committee member), Sedwick, Mary (committee member), Usinger, Janet (committee member), Harrison, Tom (committee member), Zeh, David (committee member).

Subjects/Keywords: efficacy; elementary; leadership; principal; rural; school

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APA (6^th Edition):

Zuninio Jr., B. J. (2017). A Study of Relationships among Teachers' Perceptions of Leadership Practices and Teachers' Perceptions of Teacher Efficacy. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/2767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zuninio Jr., Bernard James. “A Study of Relationships among Teachers' Perceptions of Leadership Practices and Teachers' Perceptions of Teacher Efficacy.” 2017. Thesis, University of Nevada – Reno. Accessed January 19, 2021. http://hdl.handle.net/11714/2767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zuninio Jr., Bernard James. “A Study of Relationships among Teachers' Perceptions of Leadership Practices and Teachers' Perceptions of Teacher Efficacy.” 2017. Web. 19 Jan 2021.

Vancouver:

Zuninio Jr. BJ. A Study of Relationships among Teachers' Perceptions of Leadership Practices and Teachers' Perceptions of Teacher Efficacy. [Internet] [Thesis]. University of Nevada – Reno; 2017. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/11714/2767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zuninio Jr. BJ. A Study of Relationships among Teachers' Perceptions of Leadership Practices and Teachers' Perceptions of Teacher Efficacy. [Thesis]. University of Nevada – Reno; 2017. Available from: http://hdl.handle.net/11714/2767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Liberty University

21. Deal, Kenneth Lamar, Jr. A Comparison of the Efficacy and Beliefs of Middle School Math Teachers and Science Teachers Towards STEM Education.

Degree: 2020, Liberty University

URL: https://digitalcommons.liberty.edu/doctoral/2346

► Little research exists in the attitudes and efficacy of middle school math teachers and science teachers toward Science, Technology, Engineering, and Math (STEM) education. STEM… (more)

Subjects/Keywords: Middle School; STEM; Efficacy; Education; Educational Leadership

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APA (6^th Edition):

Deal, Kenneth Lamar, J. (2020). A Comparison of the Efficacy and Beliefs of Middle School Math Teachers and Science Teachers Towards STEM Education. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2346

Chicago Manual of Style (16^th Edition):

Deal, Kenneth Lamar, Jr. “A Comparison of the Efficacy and Beliefs of Middle School Math Teachers and Science Teachers Towards STEM Education.” 2020. Doctoral Dissertation, Liberty University. Accessed January 19, 2021. https://digitalcommons.liberty.edu/doctoral/2346.

MLA Handbook (7^th Edition):

Deal, Kenneth Lamar, Jr. “A Comparison of the Efficacy and Beliefs of Middle School Math Teachers and Science Teachers Towards STEM Education.” 2020. Web. 19 Jan 2021.

Vancouver:

Deal, Kenneth Lamar J. A Comparison of the Efficacy and Beliefs of Middle School Math Teachers and Science Teachers Towards STEM Education. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2021 Jan 19]. Available from: https://digitalcommons.liberty.edu/doctoral/2346.

Council of Science Editors:

Deal, Kenneth Lamar J. A Comparison of the Efficacy and Beliefs of Middle School Math Teachers and Science Teachers Towards STEM Education. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2346

Duquesne University

22. Luft, Kathleen. A Research Study of Transformational Leadership Comparing Leadership Styles of the Principal.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2012, Duquesne University

URL: https://dsc.duq.edu/etd/841

► This study investigated the relationship between two elementary building administrators and their teaching faculty with regard to leadership styles of the principal. Leadership analysis determined… (more)

Subjects/Keywords: Principal; School climate; Teacher efficacy; Transformational leadership

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APA (6^th Edition):

Luft, K. (2012). A Research Study of Transformational Leadership Comparing Leadership Styles of the Principal. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/841

Chicago Manual of Style (16^th Edition):

Luft, Kathleen. “A Research Study of Transformational Leadership Comparing Leadership Styles of the Principal.” 2012. Doctoral Dissertation, Duquesne University. Accessed January 19, 2021. https://dsc.duq.edu/etd/841.

MLA Handbook (7^th Edition):

Luft, Kathleen. “A Research Study of Transformational Leadership Comparing Leadership Styles of the Principal.” 2012. Web. 19 Jan 2021.

Vancouver:

Luft K. A Research Study of Transformational Leadership Comparing Leadership Styles of the Principal. [Internet] [Doctoral dissertation]. Duquesne University; 2012. [cited 2021 Jan 19]. Available from: https://dsc.duq.edu/etd/841.

Council of Science Editors:

Luft K. A Research Study of Transformational Leadership Comparing Leadership Styles of the Principal. [Doctoral Dissertation]. Duquesne University; 2012. Available from: https://dsc.duq.edu/etd/841

Northeastern University

23. St Germain, Dawn. Elementary Educator Job Satisfaction In The Age Of Accountability.

Degree: 2020, Northeastern University

URL: http://hdl.handle.net/2047/D20356186

► Abstract Pressure continues to build for educators to meet goals of student learning as determined by federal, state, and district groups, including being more accountable… (more)

▼ Abstract Pressure continues to build for educators to meet goals of student learning as determined by federal, state, and district groups, including being more accountable with the central issue on students' standardized tests results meeting proficiency measures. In Massachusetts, the emphasis on test scores has been driven by the adoption of the Common Core State Standards to better equip students to meet future challenges in a more global world by setting common curriculum topics for each year of schooling (Common Core State Standards Initiative, 2016). The issue of accountability for student progress drives instruction in the classroom with the underlying assumption that all students have a similar educational experience, socioeconomic status, and aptitude despite entering school with a variety of strengths, weaknesses, and opportunities for development. The emphasis placed on student accomplishment impacts educators' and students' perceptions of success and failure. The influence of accountability on educator job satisfaction should be considered by policymakers, school administrators, and the public to understand the role accountability plays in the success or failure of today's educational system. The purpose of this research was to identify how the changes in meeting accountability measures focusing on student achievement have impacted the educators' job satisfaction at the elementary level. Four Massachusetts elementary teachers at grades 3 and 4 participated, each having ten or more years of classroom experience, which allowed for comparisons of experiences before accountability with current practices. Three conclusions answered this study's research question, first reliance on accountability changes the teaching experience. Second, for the teachers, collegial interactions became focused on adjustments to pedagogy to meet standardized testing proficiency measures. Third, the data noted that leadership had significant influence over teacher pedagogy, focus, and self- efficacy. This qualitative study using personal interviews allowed for detailed descriptions capturing the lived experiences of educators in today's society. The findings highlight what is necessary to effectively teach to develop contributing members of society and inform policymakers, administrators, and parents, who rely on easily understood data points that can disregard the multifaceted nature of the student.

Subjects/Keywords: accountability; job satisfaction; leadership; self-efficacy; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

St Germain, D. (2020). Elementary Educator Job Satisfaction In The Age Of Accountability. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20356186

Chicago Manual of Style (16^th Edition):

St Germain, Dawn. “Elementary Educator Job Satisfaction In The Age Of Accountability.” 2020. Doctoral Dissertation, Northeastern University. Accessed January 19, 2021. http://hdl.handle.net/2047/D20356186.

MLA Handbook (7^th Edition):

St Germain, Dawn. “Elementary Educator Job Satisfaction In The Age Of Accountability.” 2020. Web. 19 Jan 2021.

Vancouver:

St Germain D. Elementary Educator Job Satisfaction In The Age Of Accountability. [Internet] [Doctoral dissertation]. Northeastern University; 2020. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/2047/D20356186.

Council of Science Editors:

St Germain D. Elementary Educator Job Satisfaction In The Age Of Accountability. [Doctoral Dissertation]. Northeastern University; 2020. Available from: http://hdl.handle.net/2047/D20356186

University of Maryland

24. Ostick, Daniel Townsend. A Grounded Theory of Lesbian and Gay Leadership Self-Efficacy Development.

Degree: Counseling and Personnel Services, 2011, University of Maryland

URL: http://hdl.handle.net/1903/12233

► The purpose of this study was to explore the experiences of gay and lesbian college students engaged in leadership and the meaning they made of… (more)

▼ The purpose of this study was to explore the experiences of gay and lesbian college students engaged in leadership and the meaning they made of their leadership self-efficacy development, particularly as it related to their identity development and various environmental assisters and constraints. The study sought to identity what shaped the development of leadership self-efficacy for these students and generated additional questions for future research. Using Grounded Theory Methodology, this study explored the primary research question: How do gay and lesbian college students engaged in leadership develop their leadership self-efficacy? Three interviews were held each with 10 students who self-identified as gay, lesbian, queer, or sexually fluid who were highly involved in leadership activities on campus. The theory that emerged from the participants' experiences centered on the individual's self-efficacy to engage in leadership defined within the context of their beliefs about the nature of leadership engagement. The self-efficacy of the students was enhanced by support, success, and deep and broad involvement and was diminished by failure and active criticism. The students‟ gay, lesbian, or queer identities served to either improve self-efficacy or leadership or had no demonstrable effect, according to the participants‟ stories. Sexual orientation served to improve self-efficacy for engagement in leadership by broadening perspectives, improving relationships and comfort within groups, allowing the participants to bring their full selves to their experiences, creating empathy and understanding, and improving personal awareness. Participants also shared that their identities were integral to their involvements, that being out increased their overall self-confidence, that greater comfort led to greater involvement, and that visibility and voice was important to their leadership self-efficacy. Students also shared that their sexual orientation did not have an appreciable effect on their leadership self-efficacy when they already had a great deal of confidence to engage in leadership, when they had already integrated their sexual orientations, when situations did not relate to their sexual orientations, or when the saliency of their sexual orientations was lower than other aspects of their personality. Advisors/Committee Members: Komives, Susan R. (advisor).

Subjects/Keywords: Education; gay; Leadership; lesbian; LGBT; Self-efficacy

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APA (6^th Edition):

Ostick, D. T. (2011). A Grounded Theory of Lesbian and Gay Leadership Self-Efficacy Development. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/12233

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ostick, Daniel Townsend. “A Grounded Theory of Lesbian and Gay Leadership Self-Efficacy Development.” 2011. Thesis, University of Maryland. Accessed January 19, 2021. http://hdl.handle.net/1903/12233.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ostick, Daniel Townsend. “A Grounded Theory of Lesbian and Gay Leadership Self-Efficacy Development.” 2011. Web. 19 Jan 2021.

Vancouver:

Ostick DT. A Grounded Theory of Lesbian and Gay Leadership Self-Efficacy Development. [Internet] [Thesis]. University of Maryland; 2011. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1903/12233.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ostick DT. A Grounded Theory of Lesbian and Gay Leadership Self-Efficacy Development. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/12233

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Maryland

25. Zentmeyer, April A. A STUDY OF THE PERCEIVED TEACHING SELF-EFFICACY AND LEADERSHIP OF NATIONAL BOARD CERTIFIED TEACHERS.

Degree: Education Policy, and Leadership, 2014, University of Maryland

URL: http://hdl.handle.net/1903/16070

► The purpose of this study was to examine the perceived levels of teacher self-efficacy and leadership of National Board Certified Teachers (NBCTs). One of the… (more)

Subjects/Keywords: Education; leadership; National Board; self-efficacy

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APA (6^th Edition):

Zentmeyer, A. A. (2014). A STUDY OF THE PERCEIVED TEACHING SELF-EFFICACY AND LEADERSHIP OF NATIONAL BOARD CERTIFIED TEACHERS. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/16070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zentmeyer, April A. “A STUDY OF THE PERCEIVED TEACHING SELF-EFFICACY AND LEADERSHIP OF NATIONAL BOARD CERTIFIED TEACHERS.” 2014. Thesis, University of Maryland. Accessed January 19, 2021. http://hdl.handle.net/1903/16070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zentmeyer, April A. “A STUDY OF THE PERCEIVED TEACHING SELF-EFFICACY AND LEADERSHIP OF NATIONAL BOARD CERTIFIED TEACHERS.” 2014. Web. 19 Jan 2021.

Vancouver:

Zentmeyer AA. A STUDY OF THE PERCEIVED TEACHING SELF-EFFICACY AND LEADERSHIP OF NATIONAL BOARD CERTIFIED TEACHERS. [Internet] [Thesis]. University of Maryland; 2014. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1903/16070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zentmeyer AA. A STUDY OF THE PERCEIVED TEACHING SELF-EFFICACY AND LEADERSHIP OF NATIONAL BOARD CERTIFIED TEACHERS. [Thesis]. University of Maryland; 2014. Available from: http://hdl.handle.net/1903/16070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Kentucky

26. Cua, Kelly I. A Personalized Approach to Professional Development Through a Community of Practice.

Degree: 2020, University of Kentucky

URL: https://uknowledge.uky.edu/edl_etds/27

► Personalized learning has gained traction in the United States as schools look to improve student learning through means that are less focused on standardized tests… (more)

Subjects/Keywords: personalized learning; teacher self-efficacy; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cua, K. I. (2020). A Personalized Approach to Professional Development Through a Community of Practice. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edl_etds/27

Chicago Manual of Style (16^th Edition):

Cua, Kelly I. “A Personalized Approach to Professional Development Through a Community of Practice.” 2020. Doctoral Dissertation, University of Kentucky. Accessed January 19, 2021. https://uknowledge.uky.edu/edl_etds/27.

MLA Handbook (7^th Edition):

Cua, Kelly I. “A Personalized Approach to Professional Development Through a Community of Practice.” 2020. Web. 19 Jan 2021.

Vancouver:

Cua KI. A Personalized Approach to Professional Development Through a Community of Practice. [Internet] [Doctoral dissertation]. University of Kentucky; 2020. [cited 2021 Jan 19]. Available from: https://uknowledge.uky.edu/edl_etds/27.

Council of Science Editors:

Cua KI. A Personalized Approach to Professional Development Through a Community of Practice. [Doctoral Dissertation]. University of Kentucky; 2020. Available from: https://uknowledge.uky.edu/edl_etds/27

Georgia State University

27. khatib, Nadim. Leadership among Sorority Women: Self-Efficacy, Setting-Level Norms, and Participation.

Degree: MA, Psychology, 2017, Georgia State University

URL: https://scholarworks.gsu.edu/psych_theses/169

► There is a gender gap in political and business leadership. the purpose of this study is twofold. First, it investigated the extent to which… (more)

Subjects/Keywords: Gender; Stereotypes; Leadership; Community; Norms; Efficacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

khatib, N. (2017). Leadership among Sorority Women: Self-Efficacy, Setting-Level Norms, and Participation. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_theses/169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

khatib, Nadim. “Leadership among Sorority Women: Self-Efficacy, Setting-Level Norms, and Participation.” 2017. Thesis, Georgia State University. Accessed January 19, 2021. https://scholarworks.gsu.edu/psych_theses/169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

khatib, Nadim. “Leadership among Sorority Women: Self-Efficacy, Setting-Level Norms, and Participation.” 2017. Web. 19 Jan 2021.

Vancouver:

khatib N. Leadership among Sorority Women: Self-Efficacy, Setting-Level Norms, and Participation. [Internet] [Thesis]. Georgia State University; 2017. [cited 2021 Jan 19]. Available from: https://scholarworks.gsu.edu/psych_theses/169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

khatib N. Leadership among Sorority Women: Self-Efficacy, Setting-Level Norms, and Participation. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/psych_theses/169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Bridgeport

28. Thompson, Francis. Transforming Distributed Leadership: A Case Study of Theory in Action .

Degree: 2020, University of Bridgeport

URL: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4402

► Transitioning to a distributed leadership model is a process that requires a clear and transparent rationale for the shift, empowering new stakeholders while supporting current… (more)

▼ Transitioning to a distributed leadership model is a process that requires a clear and transparent rationale for the shift, empowering new stakeholders while supporting current leadership and working to create a shared vision of the organizational model. The purpose of this single-case study at a suburban northeastern high school is to investigate the perceived relationship between distributed leadership and increased teacher efficacy resulting in changes to instructional practices in schools. This case study examines the ten department chairs (DC) and their role as an instructional leader as a conduit towards expanding the instructional capacity of teachers, both departmentally and collectively. The study employs a qualitative, constructivist research design to explore their transformational journey to a distributed leadership model using a retrospective review of the emergence of the school’s distributed leadership model over the past five years. The collection of the data includes a detailed survey—comprising open ended questions—and a review of existing documents such as accreditation reports, minutes of leadership team meetings, commissioned coherence and capacity program reviews, and state-published data. Evidence suggests the evolution of this role in a distributed leadership model has allowed these teachers to evolve as leaders. However, many were still working on finding the best balance between teacher and teacher-leader. Common threads to the recommendations stemming from this study are: determining if the conditions in your organization (school or district) are favorable for a distributed leadership model; creating a collaborative team that shares in the development of a strategic and common vision; creating a trusting environment where leaders can take risks in a culture that values innovation and the building of capacity of the staff. The timespan and the continuing evolution of this model may be reflected in the responses given by the study participants.

Subjects/Keywords: Shared purpose; Accountability; Distributed leadership; Efficacy; Trust

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Thompson, F. (2020). Transforming Distributed Leadership: A Case Study of Theory in Action . (Thesis). University of Bridgeport. Retrieved from https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4402

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thompson, Francis. “Transforming Distributed Leadership: A Case Study of Theory in Action .” 2020. Thesis, University of Bridgeport. Accessed January 19, 2021. https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4402.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thompson, Francis. “Transforming Distributed Leadership: A Case Study of Theory in Action .” 2020. Web. 19 Jan 2021.

Vancouver:

Thompson F. Transforming Distributed Leadership: A Case Study of Theory in Action . [Internet] [Thesis]. University of Bridgeport; 2020. [cited 2021 Jan 19]. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4402.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thompson F. Transforming Distributed Leadership: A Case Study of Theory in Action . [Thesis]. University of Bridgeport; 2020. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4402

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Boise State University

29. Croft, Glen. Impacts of School Principal Self-Efficacy on Students’ Achievement.

Degree: 2016, Boise State University

URL: https://scholarworks.boisestate.edu/td/1106

► The Principal Sense of Efficacy Scale (PSES) survey developed by Tschannen-Moran and Gareis (2004) is the foundational research tool for measuring principal efficacy. The PSES… (more)

Subjects/Keywords: self-efficacy; PSES; Principle Self-Efficacy Scale; achievement; ISAT; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Croft, G. (2016). Impacts of School Principal Self-Efficacy on Students’ Achievement. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Croft, Glen. “Impacts of School Principal Self-Efficacy on Students’ Achievement.” 2016. Thesis, Boise State University. Accessed January 19, 2021. https://scholarworks.boisestate.edu/td/1106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Croft, Glen. “Impacts of School Principal Self-Efficacy on Students’ Achievement.” 2016. Web. 19 Jan 2021.

Vancouver:

Croft G. Impacts of School Principal Self-Efficacy on Students’ Achievement. [Internet] [Thesis]. Boise State University; 2016. [cited 2021 Jan 19]. Available from: https://scholarworks.boisestate.edu/td/1106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Croft G. Impacts of School Principal Self-Efficacy on Students’ Achievement. [Thesis]. Boise State University; 2016. Available from: https://scholarworks.boisestate.edu/td/1106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Liberty University

30. Bradford, Shaundeidra. The Perceptions of Educators Concerning Self-Efficacy While Working in an Involuntary Enrollment Alternative School.

Degree: 2020, Liberty University

URL: https://digitalcommons.liberty.edu/doctoral/2742

► The purpose of this case study was to investigate the perceptions of 10 educators pertaining to their self-efficacy while working in an involuntary enrollment alternative… (more)

Subjects/Keywords: Alternative School; Educator Perceptions; Self-efficacy; Educator Efficacy; School Leadership; Education; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bradford, S. (2020). The Perceptions of Educators Concerning Self-Efficacy While Working in an Involuntary Enrollment Alternative School. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2742

Chicago Manual of Style (16^th Edition):

Bradford, Shaundeidra. “The Perceptions of Educators Concerning Self-Efficacy While Working in an Involuntary Enrollment Alternative School.” 2020. Doctoral Dissertation, Liberty University. Accessed January 19, 2021. https://digitalcommons.liberty.edu/doctoral/2742.

MLA Handbook (7^th Edition):

Bradford, Shaundeidra. “The Perceptions of Educators Concerning Self-Efficacy While Working in an Involuntary Enrollment Alternative School.” 2020. Web. 19 Jan 2021.

Vancouver:

Bradford S. The Perceptions of Educators Concerning Self-Efficacy While Working in an Involuntary Enrollment Alternative School. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2021 Jan 19]. Available from: https://digitalcommons.liberty.edu/doctoral/2742.

Council of Science Editors:

Bradford S. The Perceptions of Educators Concerning Self-Efficacy While Working in an Involuntary Enrollment Alternative School. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2742

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Open Access Theses and Dissertations