Date of Award
2019
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Curriculum & Instruction
First Advisor
Cherie Gaines
Second Advisor
Andrew Courtner
Third Advisor
Julia Kirk
Abstract
Abstract
The researcher focused on the principal behavior dimensions that principals exhibited in interactions with staff members and the relationship those behaviors had on teachers’ sense of self-efficacy in rural schools. In this study, the researcher surveyed 96 rural elementary school teachers in a southeastern state to examine the relationship between the principal behavior dimensions using the Organizational Climate Description Questionnaire-Revised for Elementary Schools and teachers’ sense of self-efficacy using the Teacher Sense of Efficacy Scale. The researcher used a Pearson r to analyze the results of three research questions related to the relationship between the supportive principal behavior dimensions and teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management. The researcher identified that the supportive principal behavior dimensions indicated a significant relationship with teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management.
Keywords
Rural schools, Elementary schools, Principals
Recommended Citation
Lackey, Elizabeth, "The Relationship Between the Supportive Principal Behavior Dimension and Teachers’ Perceptions of Self-Efficacy in Rural Schools" (2019). Ed.D. Dissertations. 9.
https://digitalcommons.lmunet.edu/edddissertations/9
Included in
Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Educational Leadership Commons, Elementary Education Commons
