An Exploration of the Relationship Between Principal Self-efficacy, Mindset, & Performance Outcomes

• Main Author: Silbaugh, Kristen Marie
• Language: EN
• Published: Gannon University 2017
• Subjects: Educational leadership|School counseling|Educational psychology
• Online Access: http://pqdtopen.proquest.com/#viewpdf?dispub=10249534

<p> Building on Dr. Tschannen-Moran &amp; Dr. Gareis&rsquo; research into principal self-efficacy, as well as Dr. Dweck&rsquo;s work regarding growth mindset, this study explores the relationship between principals&rsquo; performance on the Pennsylvania Framework for Leadership evaluation tool and their corresponding self-reported degree of self-efficacy and growth mindset. Principals in one Pennsylvania County were included in the sample and asked to complete an electronic survey comprised of: (a) demographic questions, (b) performance evaluation data, (c) mindset scales, and (d) principal self-efficacy scales. The data analysis consisted of both a linear regression of principal performance on principals&rsquo; mindset, moral leadership self-efficacy, and instructional self-efficacy scores. Additionally, correlation matrices were employed to identify the presence and direction of relationships between self-efficacy levels and the degree of growth mindset reported by principals. </p><p> Results demonstrated a positive association between principals&rsquo; instructional self-efficacy reports and their overall performance evaluation. Alternatively, both growth mindset and moral leadership self-efficacy evidenced a negative association. There was no association reflected between growth mindset and either the overall self-efficacy measure, nor the sub-scale self-efficacy measures. A secondary relationship revealed a negative association between school performance profile (SPP) and growth mindset. This relationship held true in subsequent regression analyses.</p>