The Interplay between Principal Leadership and Teacher Leader Efficacy

Researchers assert that the influence of teacher leadership on school change is highly contingent on the actions and beliefs of school principals. Self-efficacy theory also suggests that the extent to which teacher leaders feel they can impact change will influence how they engage with leadership op...

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Bibliographic Details
Published inJournal of school leadership Vol. 26; no. 6; pp. 1002 - 1032
Main Authors Stein, Kristy Cooper, Macaluso, Michael, Stanulis, Randi Nevins
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.11.2016
Sage Publications, Inc
Subjects
Case studies
Educational aspects
Expectation
Instructional Leadership
Leadership
Leadership Effectiveness
Leadership Styles
Principals
Self Efficacy
Social aspects
Teacher Administrator Relationship
Teacher Leadership
Teacher-principal relations
United States
Teacher Leadership
Principal
Leadership Styles
Teacher Leader Efficacy
Embedded Case Study
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Summary:Researchers assert that the influence of teacher leadership on school change is highly contingent on the actions and beliefs of school principals. Self-efficacy theory also suggests that the extent to which teacher leaders feel they can impact change will influence how they engage with leadership opportunities. This study considers the interplay between these two forces and uses eleven embedded case studies to examine how principal leadership style-transformational, transactional, or laissez-faire-influences teacher leader efficacy. Findings suggest that teacher leader efficacy is rooted both in the teacher leaders’ self-perceptions and in how those perceptions influence and are influenced by principals’ expectations and leadership behaviors.
ISSN:1052-6846
2631-9659
DOI:10.1177/105268461602600605