Citation

Rethinking Leadership at the speed of change: Principal self-efficacy, learning organizations and their influence on student achievement

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Abstract:

This project is an investigation of the relationships between school principals’ self efficacy, their view of the school as a learning organization, and student learning. A sample of 250 principals, representing national geographic and urbanity designations, will participate in this study. They will be asked to respond to two electronic surveys, the Learning Organization Inventory (LOI) and the Principal Self Efficacy Survey (PSES). The Principal Self-Efficacy Survey (PSES) is a 22-item instrument to be used to measure reported self-efficacy. This instrument, adapted from Tschannen-Moran and Gareis (2004), assesses the principal’s judgment of his/her own ability and capability to manage the school organization, lead instruction, and establish a learning environment. These principals will also be asked to complete the 50-question Learning Organization Inventory (Hesbol, 2001), based on behaviors that reflect each of Senge’s (1990) five disciplines as components of a learning organization. This survey generates responses that indicate the degree to which a principal perceives the presence of the learning organization behaviors (disciplines) in the school.

Student learning will be measured using public domain information on the percentage of students who meet or exceed proficiency level on state mathematics and reading standardized tests. Pearson product correlations will be used to examine the strength of the relationship between principal efficacy and indicators of a learning organization, as well as the relationship between indicators of the learning organization and student achievement. Partial correlations will be run in order to examine if various aspects of learning organizations mediate the relationship between principal efficacy and student achievement.

This study serves as a fulcrum around which the leadership of school principals can be reconsidered. It has the potential to inform training processes for aspiring school leaders, and provides important data for reflective practice within the faculty as a learning community. It advances our knowledge and understanding of the role of principal self-efficacy and its significance to principal performance, student performance, and organizational functioning and learning. Moreover, it shows the potential for the application of Senge’s work with learning organizations in supporting and understanding change efforts in schools. Bridging the gulf that often exists between research and practice, this study informs school leaders as they work to build communities of practice focused on improving teaching and learning. The findings can be used to shape professional development policy in order to guide diverse members of the learning community in new understanding that improves teaching and learning, as well as insights about organizational systemic change. This paper forges a link among historically disparate literatures, and contributes to the leadership knowledge base by addressing an “undiscussable” in the literature: How can a school leader apply a framework which includes a matrix from the business literature to provide important understandings about the school as a learning organization?

Most Common Document Word Stems:

learn (60), school (33), organiz (30), leadership (30), organ (27), educ (27), m (24), k (21), new (18), c (16), ed (14), j (13), york (13), quarter (12), 1 (12), chang (12), administr (12), journal (10), develop (10), 5 (9), review (9),
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Name: UCEA Annual Convention
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http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p378728_index.html
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MLA Citation:

Evans, Andrea., Hesbol, Kristina. and Crane, Corinna. "Rethinking Leadership at the speed of change: Principal self-efficacy, learning organizations and their influence on student achievement" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378728_index.html>

APA Citation:

Evans, A. E., Hesbol, K. A. and Crane, C. , 2009-11-19 "Rethinking Leadership at the speed of change: Principal self-efficacy, learning organizations and their influence on student achievement" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378728_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This project is an investigation of the relationships between school principals’ self efficacy, their view of the school as a learning organization, and student learning. A sample of 250 principals, representing national geographic and urbanity designations, will participate in this study. They will be asked to respond to two electronic surveys, the Learning Organization Inventory (LOI) and the Principal Self Efficacy Survey (PSES). The Principal Self-Efficacy Survey (PSES) is a 22-item instrument to be used to measure reported self-efficacy. This instrument, adapted from Tschannen-Moran and Gareis (2004), assesses the principal’s judgment of his/her own ability and capability to manage the school organization, lead instruction, and establish a learning environment. These principals will also be asked to complete the 50-question Learning Organization Inventory (Hesbol, 2001), based on behaviors that reflect each of Senge’s (1990) five disciplines as components of a learning organization. This survey generates responses that indicate the degree to which a principal perceives the presence of the learning organization behaviors (disciplines) in the school.

Student learning will be measured using public domain information on the percentage of students who meet or exceed proficiency level on state mathematics and reading standardized tests. Pearson product correlations will be used to examine the strength of the relationship between principal efficacy and indicators of a learning organization, as well as the relationship between indicators of the learning organization and student achievement. Partial correlations will be run in order to examine if various aspects of learning organizations mediate the relationship between principal efficacy and student achievement.

This study serves as a fulcrum around which the leadership of school principals can be reconsidered. It has the potential to inform training processes for aspiring school leaders, and provides important data for reflective practice within the faculty as a learning community. It advances our knowledge and understanding of the role of principal self-efficacy and its significance to principal performance, student performance, and organizational functioning and learning. Moreover, it shows the potential for the application of Senge’s work with learning organizations in supporting and understanding change efforts in schools. Bridging the gulf that often exists between research and practice, this study informs school leaders as they work to build communities of practice focused on improving teaching and learning. The findings can be used to shape professional development policy in order to guide diverse members of the learning community in new understanding that improves teaching and learning, as well as insights about organizational systemic change. This paper forges a link among historically disparate literatures, and contributes to the leadership knowledge base by addressing an “undiscussable” in the literature: How can a school leader apply a framework which includes a matrix from the business literature to provide important understandings about the school as a learning organization?


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