Novice school principals' sense of self-efficacy

Basit Öğe Kaydı
dc.contributor.authorGöksoy, Süleyman
dc.contributor.authorArgon, Turkan
dc.date.accessioned2020-04-30T23:19:45Z
dc.date.available2020-04-30T23:19:45Z
dc.date.issued2016
dc.departmentDÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description1st International Conference on Lifelong Education and Leadership for All -- OCT 29-31, 2015 -- Palacky Univ, Olomouc, CZECH REPUBLICen_US
dc.descriptionWOS: 000382504900012en_US
dc.description.abstractThis study aimed to identify conflicts at schools resulting from school principals, behaviours of principals during conflicts and The study aimed to identify novice school principals' self-efficacy perceptions. The universe of the study, which was undertaken by using the survey model, was composed of 284 novice school principals starting their administrative careers in Bolu and Duzce after completing the Administrative Training Course organized by the Ministry of Education in 2014-2015 academic year. The total universe was accessed during the lifetime of the study and 217 of 284 principals provided feedback. Data were collected with the help of Competency Scale for School Administrator and means, standard deviation, Mann-Whitney U and Kruskal-Wallis tests were used in data analysis. The results obtained in the study are as follows: In general, school principals perceived themselves as having high level of self-efficacy. The highest levels of self-efficacy perception were found in educational leadership, personnel development and decision making based on legal and ethical principles and data sub dimensions whereas the lowest self-efficacy levels were observed in developing cooperation with the community sub dimension. While career status, method of administrative assignment, level of education and seniority did not point to significant differences in novice school principals' self-efficacy perceptions, gender variable was found to be in favor of female principals in the scale in general and in the following sub dimensions: developing the school climate and vision, educational leadership and personnel development and decision making based on legal and ethical principles and data. The study suggests that school principals should develop themselves in terms of teaching-learning processes, school budget and getting to know the environment, that it is essential and of high priority to provide quality personnel to the schools administered by novice principals and that the number of female principals should be increased.en_US
dc.description.sponsorshipMoravian Univ Coll Olomoucen_US
dc.identifier.endpage99en_US
dc.identifier.isbn978-605-66495-0-9
dc.identifier.startpage91en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12684/3841
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherIclel Conferencesen_US
dc.relation.ispartofIclel 2015: 1St International Conference On Lifelong Learning And Leadership For Allen_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSelf-efficacy perceptionen_US
dc.subjectschool principalen_US
dc.titleNovice school principals' sense of self-efficacyen_US
dc.typeConference Objecten_US

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