Blazing New Trails - Connexions

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224 CRITICAL ISSUES IN SCHOOL IMPROVEMENT Efficacy Belief Determination How does one make an efficacy belief determination? Determination of perceived efficacy beliefs is critically important in research rooted in the development of an instrument designed to measure self-efficacy judgments. Administrators should consider all aspects associated with the particular research task being investigated including both facilitative and inhibiting forces in the specific context of character education implementation (Tschannen- Moran & Gareis, 2005). One factor to consider when determining perceived efficacy levels is assessing the strengths and weaknesses of the principal in relation to the task requirements. During this task analysis, the administrator surmises the comparison and contrast between impediments to leading in a particular context with an assessment of available resources that facilitate leadership (Tschannen-Moran & Gareis, 2005). In explicating this assessment of self-perceptions of the leader’s competence, Tschannen-Moran and Gareis (2005) stated: A school principal assesses personal capabilities such as skills, knowledge, strategies, and personality traits against personal weaknesses or liabilities in a particular school setting. The interaction of these two components leads to judgments about selfefficacy for leadership in a particular school context. (p. 8) Weighing personal weaknesses against personal strengths, school administrators make judgments about self-efficacy. Development of Self-Efficacy Beliefs How can principals’ self-efficacy beliefs be developed? Foundational to a principal’s development of personal efficacy beliefs is Bandura’s (1997) proposal that the four sources of efficacy beliefs include mastery experiences, vicarious experiences, verbal persuasion, and physiological experiences with mastery experiences the most powerful. Changing personal efficacy beliefs is possible but is considered most pliable early in learning. When available, mastery experiences will most significantly impact one’s sense of efficacy; however, other sources will affect levels of efficacy in the absence of mastery experiences (Tschannen-Moran & Gareis, 2005). The particular school context is determinative in the development of self-efficacy beliefs as Bandura (1997) asserted that interpersonal support from the superintendent, central office staff, teachers, support staff, and parents could serve as important contextual support in changing principal efficacy. Tschannen-Moran and Gareis (2005) included other contextual elements determinative to principals’ efficacious assessments of the leadership tasks ahead. Context factors suggested were available resources, facility quality, school level and setting, and the percent of low-income students. CONNECTING EFFICACY AND CHARACTER EDUCATION Ryan (2003) suggested that if schools would take back their responsibility to help students gain a moral compass and form good habits, then schools could have greater academic achievement and simultaneously meet their responsibilities as educators of students’ character. In order to accomplish this task, schools need strong, highly efficacious leaders who can implement effective character education programs. The promise residing in the
Self-Efficacy and Principal Involvement in Character Education 225 education of students’ character is the promise that academic goals can be attained as character goals are accomplished. As Ryan (2003) stressed, Teachers must help students see that the hard, often tedious work of school is the stuff of their own character formation…Teachers must confidently make them the promise, however, that while doing this hard work of forging good character, they will be able to achieve the academic goals we have set for them. (p. 16) School administrators implementing character education initiatives will find both academic and character goals accomplished. Efficacy research is replete with assorted ways in which principals’ self-efficacy impacts the different components of school leadership (Hoy & Woolfolk, 1993; Lee, Dedrick, & Smith, 1991; Moore & Esselman, 1992). Resultant leadership effectiveness positively correlates to teachers’ sense of efficacy. The efficacy dynamic is important in light of the educational benefits students could enjoy as the by-product of educators’ increased levels of efficacy; and, if this efficacy impacts the implementation of effective character education, then the benefits extend to all members of society. REFERENCES American School Counseling Association. (1998). American School Counseling Association character education position statement. Retrieved from http://www.schoolcounselor.org Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1997). Self-efficacy: The exercise of control. <strong>New</strong> York: W. H. Freeman and Company. Bandura, A. (2000). Cultivate self-efficacy for personal and organizational effectiveness. In E. A. Locke (Ed.), The Blackwell handbook of principles of organizational behavior (pp. 120–136). Malden, MA: Oxford University Press. Bandura, A. (2001). Guide for constructing self-efficacy scales (Revised). Available from Frank Pajares, Emory University. Bandura, A., & Wood, R. (1989). Effect of perceived controllability and performance standards on selfregulation of complex decision making. Journal of Personality and Social Psychology, 56, 805–814. Beck, L., & Murphy, J. (1994). Ethics in educational leadership programs. Thousand Oaks, CA: Corwin Press. Bolman, L., & Deal, T. (2001). Leading with soul: An uncommon journey. San Francisco: Jossey-Bass. Campbell, E. (1997). Ethical school leadership: Problems of an elusive role. Journal of School Leadership, 7(4), 287–300. Covrig, D. (2000). The organizational context of moral dilemmas: The role of moral leadership in administration in making and breaking dilemmas. Journal of Leadership Studies, 7(1), 40–63. Doggett, M. (1988). Ethical excellence for school-based administrators. NASSP Bulletin, 72(512), 6–8. Drummond, A., Ellis, C., Hook, M., Murray, M., & Seymour, A. (2002). Leadership in victim services. Washington, DC: U. S. Department of Justice. English, F. W. (1994). Theory in educational administration. <strong>New</strong> York, NY: Harper Collins College Publisher. Freeley, M. E. (2005, November). We’re all called to teach the whole child. ASCD Education Update, 47(11). Retrieved from http://www.ascd.org/portal/site/ascd/ Friedman, I. A. (1997, April). High and low burnout principals: What makes a difference? Paper presented at the Annual Meeting of the American Educational Research Association, Chicago. (ERIC Document Reproduction Service No. ED410685) Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management Review, 17(2), 183–211. Greenfield, W. D. (1991, April). Rationale and methods to articulate ethics and administrator training. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
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20 NCPEA 11 BLAZING NEW TRAILS: Pre
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NCPEA EXECUTIVE BOARD 2010-2011 Pre
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NCPEA HONOR ROLL OF PRESIDENTS, 194
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TABLE OF CONTENTS Contributing Auth
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Betty J. Alford, Stephen F. Austin
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xii Yearbook Reviewers Kenneth Rasm
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INVITED CHAPTERS PART 1
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4 PRESIDENT’S MESSAGE (3) The fed
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Shadows and Images II 7 LIVING LEGE
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Shadows and Images II 9 see little
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Shadows and Images II 11 settings,
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Shadows and Images II 13 into the m
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16 INVITED CHAPTERS Purpose of the
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18 INVITED CHAPTERS do not recogniz
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20 INVITED CHAPTERS Research Proced
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22 INVITED CHAPTERS Political maneu
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24 INVITED CHAPTERS CONCLUSION This
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26 INVITED CHAPTERS Johnson, R. B.,
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Complexities in the Workload of Pri
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47 CRITICAL ISSUES IN SHARED LEADER
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Professional Learning Communities:
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Special Education Director Burnout
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Superintendent Decision-making and
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CRITICAL ISSUES IN CRITICAL ISSUES
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Administrative Functions The Admini
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The Administration of Special Educa
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CRITICAL ISSUES IN PROMOTING ACADEM
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The Effective Practices and Beliefs
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The Social Justice Implications of
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Name Exton Gateway Experiences with
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Experiences with PTELL in Six Illin
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Part 5 CRITICAL ISSUES IN EDUCATION
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CRITICAL ISSUES IN EDUCATION LEADER
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Service to the Profession: The Forg
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