Date

6-2022

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Richard S. Jensen, Jr.

Keywords

Teacher, Self-efficacy, Motivation, Principal, Leadership, Behaviors

Disciplines

Education | Educational Leadership

Abstract

Classroom teachers are a significant influence on student achievement. Numerous studies indicate that teacher motivation and self-efficacy influence their effectiveness in the classroom. Furthermore, studies indicate that the leadership behaviors of the principal can influence the school culture and have a direct impact on teacher motivation and self-efficacy. This study sought to determine if a relationship exists between certain behaviors of administrators and a teacher's self-efficacy and motivation. The study used a correlational design using The Teacher Motivation & Job Satisfaction Survey (TMJSS), The Teachers’ Sense of Efficacy Scale (TSES), and the Leadership Practices Inventory (LPI). There were 72 high school certified teachers within the First District RESA in south Georgia who participated in this study. Results of a multiple regression analysis suggested that there was a significant predictive relationship between the combination of leadership behaviors and teacher motivation. However, the results suggested that there was not a significant predictive relationship between the combination of leadership behaviors and teacher self-efficacy. Future research recommendations include replication studies in other high schools and focus on separating specific leadership behaviors that showed the most influence, such as model the way, inspire a shared vision, and enable others to act.

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