Principal Self-Efficacy - 1

What is it?

Self-Efficacy refers to aperson’s ______in his or her ______to succeed in a specific situation or to ______a ______. (Albert Bandura, 1977)

A principal’s sense of self-efficacy plays a major role in how they approach ______, ______, and ______.

Tomake the distinction; Self- ______is a general feeling of self-worth and value. Self-______is one’s capacity to succeed at tasks. Self-______is a combination of the two.

Why is it important?

According to Bandura, People with a strong sense of Self-Efficacy:

  • View challenging problems as ______.
  • Develop ______in the activities in which they participate.
  • Recover quicker from setbacks and disappointments, or have greater ______.

Inversely, People with a weak sense of Self-Efficacy:

  • ______challenging tasks.
  • Believe that difficult tasks and situations are ______.
  • Focus on personal failings and ______outcomes.

Can you see the similarities between Bandura’s strong and weak sense of Self-Efficacy and between Dweck’s ______or ______Mindset?

What are the sources of self-efficacy?

Principal Self-Efficacy – 2

What does the research say?

Areas of Principal Leadership Studied:

  • Setting School Vision & Purpose
  • Creating a Positive School Climate & Cultural
  • Instructional Leadership
  • Managing; People, Data, Systems
  • Building Capacity in Others

Research questions

  • How do the levels of perceived principal self-efficacy compare between over- and under performing schools?
  • What are the corresponding levels of perceived principal self-efficacy between over- and underperforming school principals in the five key leadership practices?
  • Which source of self-efficacy do principals find to be more important in determining their level of self-efficacy?

summary of findings

  • Regardless of whether their school is successful academically or not, principals from over- or underperforming schools had similar perceived levels of self-efficacy overall.
  • In 4 out of the 5 key leadership areas principals from both over- and underperforming schools ranked themselves similarly. Only in the area of Instructional Leadership did principals show a significant difference.
  • In 4 out of 5 key leadership areas principals from over-performing schools ranked having positive experiences as most important and principals from underperforming schools ranked having watched others as most influential.

Training for principals

Mastery Experiences

  • The first and foremost source of self-efficacy is through mastery experiences. Nothing is more powerful than having a direct experience of mastery to increase self-efficacy. To have a resilient sense of self-efficacy requires experience in overcoming obstacles through effort and perseverance.

Vicarious Experiences

  • The second source of self-efficacy comes from our observation of people around us, especially people we consider as role models. Seeing people like ourselves succeed by their sustained effort raises our beliefs that we too possess the capabilities to master the activities needed for success in that area.

Verbal Persuasion

  • Influential people in our lives such as parents, teachers, managers or coaches can strengthen our beliefs that we have what it takes to succeed. Being persuaded that we possess the capabilities to master certain activities means that we are more likely to put in the effort and sustain it when problems arise.

Emotional & Physiological States

  • The state you’re in will influence how you judge your self-efficacy. Depression, for example, can decrease confidence in our capabilities. Stress reactions or tension are interpreted as signs of vulnerability to poor performance whereas positive emotions can boost our confidence in our skills.

S. Dille – CISC 2018