A Quantitative Study of P-12 Public, Rural Principals' Self-efficacy with Florida's Principal Leadership Standards
| dc.contributor.author | Crawford, Teresa McKenzie | |
| dc.date.accessioned | 2022-10-16T18:39:51Z | |
| dc.date.available | 2022-10-16T18:39:51Z | |
| dc.date.issued | 2019 | |
| dc.description | Dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership in the School of Education at Florida Southern College by Teresa Crawford. | en_US |
| dc.description.abstract | The purpose of this study was to determine what variables increase self-efficacy for public, rural P-12 principals in Florida’s principal leadership standards. The study’s intent was to also determine what sources principals acknowledged as their source of self-efficacy in each standard. For the context of this study, sources of self-efficacy were operationalized and ranked by respondents. Self-efficacy in each standard was determined by a continuous rating 0-10 in each of the skills established by the Florida Department of Education as comprising each of the nine standards evaluated in this study. The data was analyzed using non-parametric measures because of the skewness of the data as determined by the Kolmogorow-Smirnov test. Pearson’s, Mann-Whitney U, and Kruskal-Wallis were used to determine relationships of the variables studied with principals’ self-efficacy in each standard. The number of years a principal has served in that capacity had the greatest significance with having weak, positive correlations in four of the nine standards. Females had higher rates of self-efficacy in two of the nine standards, and race, ethnicity, school and school site had no relationship with self-efficacy in the nine standards. As a principal’s age increased, so too did self-efficacy in two standards. Years of teaching and years as an assistant principal had no relationship with a principal’s self-efficacy in the standards. The greatest source of self-efficacy, ranking number one, was performance outcomes, while verbal feedback was the second, and vicarious experiences ranked as third. | en_US |
| dc.identifier.citation | Crawford, T. M. (2019). A Quantitative Study of P-12 Public, Rural Principals' Self-efficacy with Florida's Principal Leadership Standards (Order No. 27541578). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2307785962). https://www.proquest.com/dissertations-theses/quantitative-study-p-12-public-rural-principals/docview/2307785962/se-2 | en_US |
| dc.identifier.uri | https://www.proquest.com/docview/2307785962?accountid=27315 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Florida Southern College | en_US |
| dc.subject | Educational administration | en_US |
| dc.subject | Educational leadership | en_US |
| dc.title | A Quantitative Study of P-12 Public, Rural Principals' Self-efficacy with Florida's Principal Leadership Standards | en_US |
| dc.type | Dissertation | en_US |