How School Principals’ Managerial Skills Influences Teacher Self-Efficacy
DOI:
https://doi.org/10.23887/jp2.v7i1.75474Kata Kunci:
Leadership, Managerial skills, Principal, Self-Efficacy, TeacherAbstrak
Teacher self-efficacy is an individual teacher's belief in his ability to manage, design and plan the activities needed to achieve educational goals. Teachers with high self-efficacy will provide many new ideas in their teaching. This study aimed to analyze the influences of school principals’ managerial skills on teacher self-efficacy, based on a quantitative research with the type of research ex-post facto. Data were collected using questionnaires with a Likert scale from 354 teachers in public elementary schools. The validity and reliability of the instrument were assessed, and the Pearson product moment correlation was used to examine the data. By first verifying normality, heteroscedasticity, multicollinearity, and linearity, the data collected was analyzed to find the direct correlation among variables. The study’s results showed that there was a positive and significant influence between the school principals’ managerial skills on teacher self-efficacy. The findings may be useful for developing countries seeking to improve teacher self-efficacy and the quality of their education. As suggested by the current research, ensuring teacher self-efficacy in teaching is crucial because of its positive impact on those with lower qualifications, ranks, and experience. The practical implication of this research is that the managerial skills of school principals can be improved continuously because it has been proven to increase teacher self-efficacy.
Referensi
Abdillah, M. H., Tentama, F., Widiana, H. S., & Zurqoni. (2023). Self-regulation, self-evaluation, and self-efficacy: How does its impact on employability? International Journal of Evaluation and Research in Education (IJERE, 12(3), 1165–1173. https://doi.org/10.11591/ijere.v12i3.25076. DOI: https://doi.org/10.11591/ijere.v12i3.25076
Abdinoor, N. M. (2020). Socio-economic status, career decision-making self-efficacy, career maturity, and gender with secondary school students in northern Kenya. International Journal of Multidisciplinary and Current Educational Research, 2(4), 160–167. https://www.ijmcer.com/wp-content/uploads.
Amril, A., Ahyani, N., & Rahman, A. (2023). The managerial skills of principal and academic supervision on teacher’s performance. Journal of Social Work and Science Education, 4(1), 251–260. https://doi.org/10.52690/jswse.v4i1.375. DOI: https://doi.org/10.52690/jswse.v4i1.375
Anggraini, P. G., & Sholihin, M. (2023). What do we know about managerial ability? A systematic literature review. Management Review Quarterly, 73(1), 1–30. https://doi.org/10.1007/s11301-021-00229-6. DOI: https://doi.org/10.1007/s11301-021-00229-6
Arikunto. (2012). Prosedur Penelitian Suatu Pendekatan Praktik. Remaja Rosdakarya.
Ayalew, H. R., Muthoni Itegi, F., & Nyaga Muchanje, P. (2022). Principals’ conceptual managerial skills and teachers’ instructional effectiveness in secondary schools, central gondar zone, ethiopia. European Online Journal of Natural and Social Sciences, 11(2), 336–346. https://european-science.com/eojnss/article/view/6327.
Azizah, L. (2021). Memahami Self Efficaci atau Efikasi Diri. Gramedia Blog.
Bandura, A. (1977). Self-efficacy: The exercise of control. Freeman.
Bayog, E. G., Angeles, E. L., Doong, M. F., & Santos, C. S. (2023). A path model of teachers’teaching effectiveness as estimated by managerial, intellectual and communication skills. Southeast Asian Journal of Multidisciplinary Studies, 3(1), 1–17. https://cmc.edu.ph/research/index.php/journals/article/view/110.
Bellibaş, M. Ş. (2023). Empowering principals to conduct classroom observations in a centralized education system: Does it make a difference for teacher self-efficacy and instructional practices? International Journal of Educational Management, 37(1), 85–102. https://doi.org/10.1108/IJEM-02-2022-0086. DOI: https://doi.org/10.1108/IJEM-02-2022-0086
Chan, S., Maneewan, S., & Koul, R. (2023). An examination of the relationship between the perceived instructional behaviours of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy. Educational Review, 75(2), 67–94. https://doi.org/10.1080/02619768.2021.1892639. DOI: https://doi.org/10.1080/00131911.2021.1916440
Coban, O., Ozdemir, N., & Bellibaş, M. Ş. (2023). Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: Testing a multilevel mediation model. Educational Management Administration & Leadership, 51(1), 95–115. https://doi.org/10.1177/1741143220968170. DOI: https://doi.org/10.1177/1741143220968170
Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches.
Erisa, V., Mahmud, H., & Rustan, E. (2023). Analysis of principal managerial skills in state senior high schools. Kontigensi: Jurnal Ilmiah Manajemen, 11(1), 353–361. https://doi.org/10.56457/jimk.v11i1.413. DOI: https://doi.org/10.56457/jimk.v11i1.413
Estiani, S. W., & Hasanah, E. (2022). Principal’s leadership role in improving teacher competence. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 7(2), 229–241. https://doi.org/10.31538/ndh.v7i2.2281. DOI: https://doi.org/10.31538/ndh.v7i2.2281
Giraud, L., Zaher, A., Hernandez, S., & Akram, A. A. (2022). The impacts of artificial intelligence on managerial skills. Journal of Decision Systems, 1–34. https://doi.org/10.1080/12460125.2022.2069537. DOI: https://doi.org/10.1080/12460125.2022.2069537
Gordon, D., Blundell, C., Mills, R., & Bourke, T. (2023). Teacher self-efficacy and reform: A systematic literature review. The Australian Educational Researcher, 50(3), 801–821. https://doi.org/10.1007/s13384-022-00526-3. DOI: https://doi.org/10.1007/s13384-022-00526-3
Gozum, A. I. C., Metin, S., Uzun, H., & Karaca, N. H. (2023). Developing the teacher self-efficacy scale in the use of ICT at home for pre-school distance education during covid-19. Technology, Knowledge and Learning, 28(3), 1351–1381. https://doi.org/10.1007/s10758-022-09616-8. DOI: https://doi.org/10.1007/s10758-022-09616-8
Gumus, E., & Bellibaş, M. Ş. (2023). The relationship between the types of professional development activities teachers participate in and their self-efficacy: A multi-country analysis. European Journal of Teacher Education, 46(1), 67–94. https://doi.org/10.1080/02619768.2021.1892639. DOI: https://doi.org/10.1080/02619768.2021.1892639
Gumus, S., & Bellibaş, M. Ş. (2020). The relationship between professional development and school principals’ leadership practices: The mediating role of self-efficacy. International Journal of Educational Management, 34(7), 1155–1170. https://doi.org/10.1108/IJEM-10-2019-0380. DOI: https://doi.org/10.1108/IJEM-10-2019-0380
Karuniasih, N. L. A. G. (2022). Exploring Readiness of Teachers Toward English Remote Teaching. Journal of Educational Study, 1(3), 134–149. https://doi.org/10.36663/joes.v1i3.204. DOI: https://doi.org/10.36663/joes.v1i3.204
Ma, K., Chutiyami, M., Zhang, Y., & Nicoll, S. (2021). Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators. Education and Information Technologies, 26(6), 6675–6697. https://doi.org/10.1007/s10639-021-10486-3. DOI: https://doi.org/10.1007/s10639-021-10486-3
Marimbun, A., Tampubolon, H., & Tambunan, W. T. (2023). Pengaruh Efikasi Diri Dan Manajerial Skill Kepala Sekolah Terhadap Komitmen Kerja Guru Di Sma Pgri Getengan Tana Toraja. Jurnal Dinamika Pendidikan, 16(2), 251–258. https://doi.org/10.51212/jdp.v16i2.212. DOI: https://doi.org/10.51212/jdp.v16i2.212
Mathews, H. M., Myers, A. M., & Youngs, P. A. (2023). The role of teacher self-efficacy in special education teacher candidates’ sensemaking: A mixed-methods investigation. Remedial and Special Education, 44(3), 209–224. https://doi.org/10.1177/07419325221101812. DOI: https://doi.org/10.1177/07419325221101812
Mugani, P. (2022). Capacity building and developing managerial skills of business studies teachers. Asia-Africa Journal of Education Research, 1, 109–130. https://journals.iapaar.com/index.php/aajer/article/view/45.
Naidoo, K., & Naidoo, L. J. (2023). Designing teaching and reflection experiences to develop candidates’ science teaching self-efficacy. Research in Science & Technological Education, 41(1), 211–231. https://doi.org/10.1080/02635143.2021.1895098. DOI: https://doi.org/10.1080/02635143.2021.1895098
Northouse, P. G. (2016). Leadership theory and practice (seventh). United States of America: Sage Publication, Inc.
Onag, Z., Cevik, S., & Erdem, Y. (2021). Is there a relationship between the time management skills of sports manager candidates and career decision self-efficacy? African Educational Research Journal, 9(3), 696–703. https://eric.ed.gov/?id=EJ1307312. DOI: https://doi.org/10.30918/AERJ.93.21.105
Otto, L., & Lumapenet, H. (2022). Technological leadership and crisis management skills of the school administrators towards school development in the special geographical area of mbhte-barmm. International Journal of Advance Research and Innovative Ideas in Education, 8(3), 3934–3937. https://www.researchgate.net/profile/Husna.
Pallant, J. (2011). SPSS Survival Manual. Open University Press.
Pan, H. L. W., & Cheng, S. H. (2023). Examining the impact of teacher learning communities on self-efficacy and professional learning: An application of the theory-driven evaluation. Sustainability, 15(6), 4771. https://doi.org/10.3390/su15064771. DOI: https://doi.org/10.3390/su15064771
Penagos Guzmán, F., Hernández Castorena, O., & García Solarte, M. (2023). Managerial skills and organizational performance: competitive advantage. Mercados y Negocios, 24(48), 75–94. https://doi.org/10.32870/myn.vi48.7688. DOI: https://doi.org/10.32870/myn.vi48.7688
Polatcan, M., Arslan, P., & Balci, A. (2023). The mediating effect of teacher self-efficacy regarding the relationship between transformational school leadership and teacher agency. Educational Studies, 49(5), 823–841. https://doi.org/10.1080/03055698.2021.1894549. DOI: https://doi.org/10.1080/03055698.2021.1894549
Riani, S. S., & Ain, S. Q. (2022). The role of school principal in implementing education quality management. Jurnal Ilmiah Sekolah Dasar, 6(2), 204–211. https://doi.org/10.23887/jisd.v6i2.45216. DOI: https://doi.org/10.23887/jisd.v6i2.45216
Sakiz, H., Ekinci, A., & Sancam, H. (2020). Teachers’ perceptions of their school managers’ skills and their own self-efficacy levels. International Journal of Leadership in Education, 23(5), 585–603. https://doi.org/10.1080/13603124.2018.1562094. DOI: https://doi.org/10.1080/13603124.2018.1562094
Sánchez-Rosas, J., Dyzenchauz, M., Freiberg-Hoffmann, A., García-Rubiano, M., & Okinishi, M. (2023). Transformational leadership and collective teacher self-efficacy: The mediating role of satisfaction with job resources. International Journal of Instruction, 16(1), 801–820. https://doi.org/10.29333/iji.2023.16145a. DOI: https://doi.org/10.29333/iji.2023.16145a
Skaalvik, E. M., & Skaalvik, S. (2023). Collective teacher culture and school goal structure: Associations with teacher self-efficacy and engagement. Social Psychology of Education, 1–25. https://doi.org/10.1007/s11218-023-09778-y. DOI: https://doi.org/10.1007/s11218-023-09778-y
Uakarn, C., Chaokromthong, K., & Sintao, N. (2021). Sample size estimation using yamane and cochran and krejcie and morgan and green formulas and cohen statistical power analysis by g* power and comparisions. Apheit International Journal, 10(2), 76–86. https://so04.tci-thaijo.org/index.php/ATI/issue/download.
Ullah, Z., Khan, M. I., Farooqi, R., & Khan, D. (2023). Effectiveness of female head teachers managerial skills in improving teachers performance. Journal of Social Sciences Review, 3(2), 165–170. https://doi.org/10.54183/jssr.v3i2.238. DOI: https://doi.org/10.54183/ssr.v3i2.238
Webster, K., & Litchka, P. (2020). Planning for effective school leadership: Teachers’ perceptions of the leadership skills and ethical behaviors of school principals. Educational Planning, 27(1), 31–47. https://eric.ed.gov/?id=EJ1250500.
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2024 Riswandi, Alif Luthvi Azizah, Nursalamah Siagian, Sumarsih Anwar, Nur Ridha Utami
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Pedagogi dan Pembelajaran agree to the following terms:- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
