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UNIVERSITY OF CYPRUSUNIVERSITY OF CYPRUS
DEPARTMENT OF EDUCATIONAL SCIENCESDEPARTMENT OF EDUCATIONAL SCIENCES
INVESTIGATING THE RELATIONSHIP BETWEEN HEADTEACHERS’ LEADERSHIP STYLES AND SELF-
EFFICACY WITH TEACHERS’ SELF- AND COLLECTIVE EFFICACY: A MIXED METHODS APPROACH
Paper presented at the 2008 CCEAM Conference"Think Globally Act Locally: A Challenge to Education Leaders"
ICC Durban, 8-12 September 2008
Ioannis Savvides & Petros PashiardisIoannis Savvides & Petros Pashiardis
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Presentation outlinePresentation outline
Introduction Literature review Aim of the study-Research questions Theoretical model Methodology Discussion and conclusions
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IntroductionIntroduction
Which aspects of the individual determine
work and other behaviours of headteachers and teachers in schools?
What motivates such behaviours?
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Multiple answers can be given to these questions because
individuals are complex personalities and human behaviour is multidimensional and can
be the object of multidisciplinary study
IntroductionIntroduction
Exploration of their beliefs and motivations
"If I have the belief that I can do it,I shall surely acquire the capacity to do it
even if I may not have it at the beginning." (Mahatma Gandhi)
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It is argued that teachers’ beliefs are more important than their directly observed behaviours have been linked with high student achievementare the key in every effort for change and school improvement
IntroductionIntroduction
Importance of efficacy beliefs
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Introduction: DefinitionsIntroduction: Definitions
Self-efficacyA person’s belief in his/her capabilities to carry out certain tasks successfully
Collective efficacyAn individual’s judgment on the collective capabilities of a group (e.g. faculty of a school) to structure a particular course of action in order to produce desired outcomes (in their schools)
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Efficacy beliefs are decisive for the goals set by individuals, the effort they expend, the length of their perseverance in the face
of difficulties and their resilience to failure.
Efficacy beliefs determine the level of motivation
.
IntroductionIntroductionWhy efficacy?Why efficacy?
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Literature reviewLiterature review
So far, research on self-efficacy has shown its importance on teachers’ performance and student
achievementthe important role that school headteachers can play
in creating the necessary conditions for increased levels of self-efficacy
judgment of personal efficacy affects one’s choice of activities
beliefs about self-efficacy determine the level of motivation
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Literature reviewLiterature review Self-efficacy and collective efficacy: important
constructs for the study of organizational behaviour. Inadequately addressed within the context of educational organizations
Prior research focused on teachers’ and students’ efficacy beliefs.
Just a few attempts to explore the issue of headteachers’ self-efficacy
Studies that examine the relationship between headteachers’ self-efficacy and their leadership behaviours are totally absent from the literature
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Literature reviewLiterature review
A RESEARCH GAP STILL REMAINSA RESEARCH GAP STILL REMAINS
Do leadership behaviours of headteachers determined by their own efficacy beliefs, contribute to the formation of self-efficacy and collective efficacy beliefs of teachers in their schools?
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Aim of the studyAim of the study
To investigate the relationship between headteachers’ leadership styles and self-efficacy with teachers’ self- and collective efficacy
•by developing and testing a theoretical model •by quantifying the relationships among its constituent variables
Research questions
1. Are there valid and reliable instruments for assessing headteachers’ leadership styles, headteachers’ and teachers’ self and collective efficacy beliefs within the specific context of public primary schools in Cyprus?
2. Which multilevel structural equation model can be developed and validated in order to map the relationship between headteachers’ leadership styles and self-efficacy with teachers’ self- and collective efficacy?
3. What relationships exist among headteachers’ leadership styles and self-efficacy with teachers’ self- and collective efficacy within each level and across levels?
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The theoretical modelThe theoretical model
structuralstyle
human style
political style
symbolic style
teachers’ self-efficacy
teachers’ collective efficacy
headteachers’ self-efficacy
School level
Teacher level
Leadership stylesLeadership styles
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Sequential Explanatory Strategy (Creswell, 2003 )
Collection and analysis of quantitative
data
Collection and analysis of
qualitative data
1 2
Interpretation of results
3
Straightforward design, easy implementation, description and reporting of
results
MethodologyMethodology
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Stages Actions
1st Development and validation of heads’ and teachers’ self and collective efficacy instrument
Development of interview (heads and teachers) and observation protocols
2nd Formulation of two questionnaires (one for headteachers, one for teachers)
Face and content validity checksPilot administration of questionnaires- Generalizability
and construct validity checksPilot test of interview (heads and teachers) and
observation protocols
3rd Finalization of questionnaires, administration and data collection
MethodologyMethodology
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Stages Actions
4th Statistical analysis of quantitative data for reliability checks of the questionnaires and the development of structural equation models
5th Four case studies (observation and semi-structured interviews)
6th Qualitative data analysis
7th Comparison of quantitative and qualitative data analysis for interpretation purposes
MethodologyMethodology
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MethodologyMethodology
Headteachers’ Questionnaire: Headteachers’ Questionnaire:
Headteacher demographics (sex, years of headship, years at present school, qualifications, number of students, number of non-native speaking students, availability of educational materials, quality of school infrastructure, parent support, staff support, in-service training satisfaction)
Headteacher self-efficacy (14 items, interval scale 1-7)
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Teachers’ Questionnaire: Teachers’ Questionnaire:
Teacher demographics (sex, years of service, years at present school, qualifications, number of students, number of non-native speaking students, availability of educational materials, quality of school infrastructure, support by others, job satisfaction)
Teacher self-efficacy (9 items, 1-7 interval scale)
Teacher collective efficacy (9 items, 1-7 interval scale)
Headteacher’s leadership style (6 questions X 4 items [one for each leadership style], ordinal scale)
MethodologyMethodology
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Methodology: SamplingMethodology: Sampling
Teachers and headteachers of public primary schools (with
10+ teachers) in Cyprus
Stratified sampling (quantitative data)114 (113) heads
1697 (1177) teachers
Purposeful sampling for the selection of cases(qualitative data)
4 primary schools- Case studies
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Methodology: Data analysisMethodology: Data analysis
Quantitative data analysis: Quantitative data analysis:
Descriptive and inferential statistics (Mean, Standard deviation, correlations, t-test, ANOVA, Kendall’s W, Factor Analysis: Exploratory- Confirmatory)
Multilevel SEM
Qualitative data analysis: Qualitative data analysis:
Constant comparative method
Within-case & cross-case analysis
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Aim Method
Validation of questionnaires (generalizability, construct validity and reliability)
One-way ANOVA, Kendall’s W, Exploratory - Confirmatory Factor Analysis, Cronbach alpha (SPSS , EQS)
Test of the theoretical model Multilevel SEM(EQS, MPLUS)
Methodology: QUAN data analysisMethodology: QUAN data analysis
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Scale psychometric propertiesScale psychometric properties
Variables MM SDCronbach
AlphaNo. of items
Headteachers’ self-efficacy * (single factor)
5.21 .76 .90 12
Teachers’ self-efficacy *(single factor)
4.89 .79 .80 7
Teachers’ collective efficacy *(single factor)
4.88 .82 .83 8
Structural leadership style** 2.75 .43 .86 4
Human leadership style** 2.73 .47 .91 5
Political leadership style** 2.42 .36 .82 4
Symbolic leadership style** 2.05 .41 .86 4
* Scale 1-7 **Scale 1-4
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.13
.76
.74
-.65
-.32
-.23-.38
-.45
.59
structuralstyle
human style
political style
symbolic style
School level
Teacher level
teachers’ self-efficacy
headteachers’ self-efficacy
teachers’ collective efficacy
Leadership stylesLeadership styles
Results: Parameter estimates for the multilevel structural model
x2 =4.55
df = 13x2/df =0.35
p =0.55
RMSEA = .007
CFI = 0.992
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Discussion and conclusionsDiscussion and conclusions
A high, positive correlation between teachers self and collective efficacy. Finding in line with the result of previous research (Goddard & Goddard, 2001)
A significant positive relationship between teacher and collective efficacy was expected. Teachers ‘‘are not social isolates immune to the influence of those around them’’ (Bandura 1997, p. 469).
Teachers in schools with high collective efficacy set more challenging goals, are more persisting in their efforts to achieve them, are more resilient in cases of failure and they hold themselves more responsible for student achievement. In this way powerful collective efficacy beliefs improve teachers’ performance and influences the shared beliefs of teachers.
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Discussion and conclusionsDiscussion and conclusions
Headteachers’ self-efficacy has nothing to do with teachers collective efficacy
The context of the Cyprus Educational System
Small variance- absence of a self- evaluation culture (Kyriakides & Campbell, 2004)
The negative relationships among the four leadership styles : A “competing styles” approach
Discussion and conclusionsDiscussion and conclusions
Structural and political style: effect on headteachers’ self-efficacy.
Symbolic style and collective efficacy
Transformational leaders use symbolic actions to emphasize key values (Yukl, 2002).- Collective efficacy (Ross & Gray, 2006)
Further interpretation: results of QUAL analysis in progress
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Self- efficacy in action!Self- efficacy in action!
Thanks for being attentive …Thanks for being attentive …
Contact at: [email protected]