School Administrators' Leadership Styles, Gender, and Perceived Self-Efficacy in Suburban Virginia: A Multiple Regression
School of Education
Doctor of Education in Educational Leadership (EdD)
Leadership, Leadership Style, Gender, Self-Efficacy, Administrator
Education | Educational Leadership
Kitson, Nary Esther, "School Administrators' Leadership Styles, Gender, and Perceived Self-Efficacy in Suburban Virginia: A Multiple Regression" (2018). Doctoral Dissertations and Projects. 1947.
Educational leadership is one of the most important indicators in the success of a school. Research indicates leadership has various constructs which affect its effectiveness. The most successful and effective leaders have high self-efficacy. Leaders with high self-efficacy are affected by various constructs. Gaps in the literature on leadership effectiveness include the study of gender constructs and the effect of perceived self-efficacy and the effects of leadership styles (e.g., transformational, transactional, and laissez-faire). This study used a multiple regression analysis to determine if there is a significant predictive relationship between perceived self-efficacy and the linear combination of gender and leadership style as predictor variables. The results indicated a significant, predictive relationship based on transformational leadership, transactional leadership, and gender using self-reported data from the Multifactor Leadership Questionnaire and the General Self-Efficacy Scale. Implications, limitations, and recommendations for future research are included in the discussion as related to leadership styles, gender, and perceived self-efficacy among administrators in a suburban Virginia school district.