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• W1519017399 abstract "ABSTRACT This article describes the development and constructs validity of the Principal Self-Efficacy Survey (PSES). The item selection was based on the theoretical framework proposed by Bandura. Fourteen-items assessing two factors Instructional Leadership (nine items) and Management Skills (five items) and a demographic questionnaire comprised the PSES. Items were scored on a 1 to 4 Likert-type scale. Participants were two hundred eighty-four principals. Construct validity was supported by confirmatory factor analysis using AMOS 5.0. In conclusion, the PSES provides a promising measure of principal perceptions of their ability to effectively function in the areas of instructional leadership and management. INTRODUCTION Bandura (1997) defines self-efficacy as: ... beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments (p.3). According to Bandura, self efficacy influences, (1) the courses of action people choose to pursue, (2) how much effort people will put forth in a given endeavor, (3) how long they will persevere in the face of obstacles and failure, (4) people's resilience to adversity, (5) whether someone's thought patterns are self-hindering or self-aiding and (6) how much stress and depression is experienced in coping with taxing environmental demands. The central role of self-efficacy in human agency makes it an important and useful construct for empirical research. Because self-efficacy is a task-specific construct (Bandura, 1997), any attempt to measure self-efficacy should be contextually sensitive to the setting in which the behaviors occur. A rich and robust body of literature documents the relationships between self-efficacy beliefs for teachers and students and their relationship to teaching and learning (e.g., Pajares, 1996; Tschannen-Moran, Hoy, and Hoy, 1998). However, a literature search for journal articles on principal self-efficacy and instructional effectiveness produced no articles specific to the topic. Currently there is tremendous interest in the role of the principal in affecting substantive, long-term improvement in schools. For example, the federal government, in The No Child Left Behind Act has weighed in with a mandate that principals in poorly performing schools shall be replaced if improvement is not forthcoming. Given the central role that principals are expected to perform in maintaining quality teaching and learning environments in schools, it is important to begin to conceptualize and operationalize measures of principal self-efficacy. The following sections detail the development of the Principal Self-Efficacy Survey (PSES) along with its attendant psychometric properties. ITEM GENERATION The generation of items for the PSES used the rational-empirical approach to instrument development (Burisch, 1984). The rational component drew upon the knowledge and experience of professionals working as principals and the research literature to suggest potential items. The empirical component selected or rejected items based on their psychometric properties. The scale configuration was based on the theoretical framework proposed by Bandura. Fourteen-items assessing two factors Instructional Leadership (nine items) and Management Skills (five items) and a demographic questionnaire comprised the PSES. Items were scored on a 1 to 4 Likert-type scale. ITEM SELECTION The 14 items were then checked for violations of normalcy through the SPSS Statistical Package Version 11.0 (SPSS Inc., 2001), explore function. Items would be considered for elimination if they had a skew value equal or greater than two and kurtosis value equal or greater than seven. PARTICIPANTS Two hundred and eighty-four principals returned completed and valid surveys representing twelve states (5 in the southeast, 2 in the Midwest, 2 in the west, 2 in the northeast, and Alaska). …" @default.
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• W1519017399 date "2006-09-01" @default.
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• W1519017399 title "Confirmatory Factor Analysis of the Principal Self-Efficacy Survey (PSES)" @default.
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