School Leader Instructional Support and Change in Novice Teachers' Efficacy

Novice teachers' self-efficacy provides a lens through which we might understand how their self-perceptions of competence relate to teaching practices and retention. A number of cross-sectional studies have reported relations between school leader support, especially instructional leadership, a...

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Bibliographic Details
Published inAERA Online Paper Repository
Main Authors Wilhelm, Anne Garrison, Woods, Dawn Marie, Kara, Yusuf
Format Report
LanguageEnglish
Published AERA Online Paper Repository 05.04.2019
Subjects
Alternative Teacher Certification
Assistant Principals
Attitude Change
Beginning Teacher Induction
Beginning Teachers
Correlation
Instructional Leadership
Principals
Self Concept Measures
Self Efficacy
Teacher Administrator Relationship
Urban Schools
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Summary:Novice teachers' self-efficacy provides a lens through which we might understand how their self-perceptions of competence relate to teaching practices and retention. A number of cross-sectional studies have reported relations between school leader support, especially instructional leadership, and teacher self-efficacy. In this study we examine change in novice teachers' self-efficacy using growth models within the structural-equational modeling framework and relate change in self-efficacy to change in teachers' perceptions of school leader instructional support over time. Our results add support to the notion that school leaders' instructional leadership is related to teachers' self-efficacy and that instructional leadership can actually support growth in self-efficacy, at least in the case of first-year teachers.