Article abstract

Journal of Educational Research and Reviews
Research Article | Published March 2021 | Volume 9, Issue 3, pp. 53-60.
 doi: https://doi.org/10.33495/jerr_v9i3.21.103

 

Principal’s individualized support and teacher’s self-efficacy: An empirical research

 

 

 
Aikaterini K. Gkolia1*
 Christina Charalampaki1
Dimitrios Belias2
Email Author

1. Department of Educational Sciences, Hellenic Open University, Greece.

2. Department of Business Administration, University of Thessaly, Greece.

 

 

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 Citation: Gkolia AK, Charalampaki C, Belias D (2021). Principal’s individualized support and teacher’s self-efficacy: An empirical research. J. Edu. Res. Rev. 9(3): 53-60.
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 Abstract 

 

The purpose of this study is to provide evidence whether principals’ individual mentoring and coaching to support teachers could influence teachers’ self-efficacy. Data were collected from 843 Greek primary and secondary school teachers of 110 schools. Teachers were asked to fill in the PLQ to measure principal’s individualized support and TSES to measure teacher’s self-efficacy. CFA was conducted to identify the factor structure of TSES model. Consequently, results shown a first-order two-factor model fits best the data of TSES. TSES subscale, “Efficacy in Instructional Strategies” was excluded from the analysis. Findings of path analysis (Structural Equation Modelling analysis) showed that principal’s individualized support creating a culture of trust and respect could influence efficacy of teachers related only to student engagement. On the other hand, principal’s individualized support to teachers may not affect teacher’s efficacy related to classroom management. Implications and suggestions for future research and policy are discussed.

 

Keywords  Education   principal’s individualized support   teacher’s self-efficacy   structural equation modelling   

 

Copyright © 2021 Author(s) retain the copyright of this article.

This article is published under the terms of the Creative Commons Attribution License 4.0

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