Publication Date

Spring 2019

Document Type

Article

Organizational Units

Morgridge College of Education, Educational Leadership and Policy Studies

Keywords

Principal self-efficacy, Learning organization, High-performing schools, School culture

Abstract

One key characteristic of high-performing schools is how they function organizationally, enabling them to enact reforms effectively and to deal with regular organizational ambiguity and chaos. The principal plays a pivotal role in developing a school culture that supports high-performing schools. This research studies the relationship between principal self-efficacy and a principal's perception of her school as a learning organization. We examined specific subcategories of learning organization attitudes and behaviors to determine whether principals consider distinct organizational behaviors a proxy for indicators of a learning organization, and whether that was related to their self-efficacy. The findings indicate that principals must be highly efficacious to persuade others to perform at high levels, and must have a strong belief in teachers and the organization as a whole to pursue the types of school improvement efforts and research-based organizational learning mechanisms that can improve student performance.

Copyright Date

2019

Copyright Statement / License for Reuse

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Publication Statement

Copyright is held by the authors. User is responsible for all copyright compliance. This article was originally published as:

Hesbol, K. A. (2019). Principal self-efficacy and learning organizations: Influencing school improvement. International Journal of Educational Leadership Preparation, 14(1), 33-51.

Rights Holder

Kristina A. Hesbol

Provenance

Received from author

File Format

application/pdf

Language

English (eng)

Extent

22 pgs

File Size

1.2 MB

Publication Title

International Journal of Educational Leadership Preparation

Volume

14

Issue

1

First Page

33

Last Page

51

ISSN

1532-0723



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