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dc.contributor.authorHolleb, Aimee Joyen_US
dc.date.accessioned2016-05-04T08:01:40Z
dc.date.available2016-05-04T08:01:40Z
dc.date.issued2016-05-03en_US
dc.identifier.othervt_gsexam:7503en_US
dc.identifier.urihttp://hdl.handle.net/10919/70909
dc.description.abstractSelf-efficacy beliefs are evaluations people make about their capability to handle specific, future challenges. Self-efficacy belief levels predict actual success. Public school principals face ever-changing challenges. Understanding school principal self-efficacy beliefs and supporting the development of these beliefs is one way supervisors can help the future effectiveness of school principals. There are four main sources of information used to develop self-efficacy beliefs. These four sources of information are: mastery learning, vicarious learning, verbal persuasion, and emotional arousal. This multiple case study research examined the factors that influenced self-efficacy beliefs of elementary school principals prior to facing a personally meaningful challenge. The overall research question was: What Factors Attend to the Domains of Self-Efficacy Belief Formation in School Principals? The purpose of the research was to understand what information influenced the mindsets of principals as they formed their initial self-efficacy beliefs prior to facing a personally meaningful challenge.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectprincipalen_US
dc.subjectself-efficacyen_US
dc.titlePrincipal Self-Efficacy Beliefs: What Factors Matter?en_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameEd. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairGlenn, William Josephen_US
dc.contributor.committeememberMallory, Walter D.en_US
dc.contributor.committeememberNoonan, Peter Jamesen_US
dc.contributor.committeememberPatrizio, Kami M.en_US


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