A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District
| dc.contributor.author | Pope, Sharon Elaine | en |
| dc.contributor.committeechair | Cash, Carol S. | en |
| dc.contributor.committeemember | Blumenthal, Penny | en |
| dc.contributor.committeemember | Price, Ted S. | en |
| dc.contributor.committeemember | Twiford, Travis W. | en |
| dc.contributor.department | Educational Leadership and Policy Studies | en |
| dc.date.accessioned | 2016-10-05T06:00:14Z | en |
| dc.date.available | 2016-10-05T06:00:14Z | en |
| dc.date.issued | 2015-04-13 | en |
| dc.description.abstract | The purpose of this study was to investigate self-efficacy and organizational efficacy as reported by assistant principals for relationships to their job preparation experiences in one K-12 public school district. Bandura defined self-efficacy as "]belief in one's capabilities to organize and execute the courses of action required to produce given attainments" (1997, p. 3). Organizational efficacy has been defined as "an aggregated judgment of an organization's individual members' assessment of their (a) collective capacities, (b) mission or purpose, and (c) sense of resilience" (Bohn, 2010, p. 233). As efficacious beliefs have reciprocal influence that can better fortify performance (Bandura, 1997), this study explored both self-efficacy and organizational efficacy to provide a bi-level depiction of assistant principal efficacy. The self-efficacy measurement was gathered through the 2006 School Administrator Efficacy Scale (SAES) survey (McCollum, Kajs, and Minter, 2006a, 2006b) and the organizational efficacy measurement was gathered through the 2010 Organizational Efficacy Scale (OES) survey (Bohn, 2010). Additionally, self-reported demographics and job preparation experiences were gathered through a participant information survey. Beyond descriptive analyses that established benchmarking efficacy measurements for the participating school district, ANOVA analyses revealed no significant relationships in self-reported self-efficacy or organizational efficacy based upon the job preparation experiences of assistant principals. The benchmarking measurements were presented to inform school district leaders as they direct future district succession, mentoring, or professional development planning for increased efficacious leadership development and for improved human capital management results. | en |
| dc.description.degree | Ed. D. | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:4775 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/73164 | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | assistant principal | en |
| dc.subject | Self-efficacy | en |
| dc.subject | organizational efficacy | en |
| dc.subject | job preparation experiences | en |
| dc.subject | human capital management | en |
| dc.title | A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Educational Leadership and Policy Studies | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Ed. D. | en |
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