Relevant bibliographies by topics / Le Leadership Efficace / Dissertations / Theses
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Dissertations / Theses on the topic 'Le Leadership Efficace'

Author: Grafiati
Published: 7 July 2024
Last updated: 31 July 2025

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1

Lamelas, José Pereira. "Direction hôtelière en équipe avec l’USALI et le BSC – pour une gestion plus efficace et efficiente." Perpignan, 2010. http://www.theses.fr/2010PERP1037.

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Dans un environnement très compétitif, incertain, ambigu et donc difficile, le passage du leader unique à la direction en équipes de compétences complémentaires constitue une évolution qui a beaucoup contribué à l’innovation, à la motivation, et à l’amélioration du climat, de l’efficacité et de l’efficience. Cette recherche s'attachera à établir si oui ou non il existe un rapport entre le modèle du co-leadership et l’amélioration de l’efficacité et de l’efficience dans les entreprises de l’industrie hôtelière portugaise. À cette fin, nous avons utilisé 1 723 questionaires, des entretiens avec
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2

Hojaili, Nadine. "Au-delà des stéréotypes : un cadre analytique pour un leadership efficace des femmes au Moyen-Orient." Electronic Thesis or Diss., Université Côte d'Azur, 2024. http://www.theses.fr/2024COAZ0001.

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Cette étude examine les relations entre la justice procédurale, la justice interactionnelle, l'échange leader-membre et la satisfaction au travail dans les petites et moyennes entreprises (PME) libanaises. Fondée sur la théorie de l'échange social, la recherche explore comment les perceptions de l'équité et le genre influencent les relations entre les leaders et les membres et la satisfaction des employés pendant les crises. En utilisant des données de 1 127 participants dans les PME libanaises, la modélisation d'équations structurelles a été utilisée pour l'analyse. Les résultats révèlent que
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3

Ross, Michel. "Les compétences de directions d'école efficace - Études de cas dans deux écoles secondaires québécoises." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/28745/28745.pdf.

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4

Nye, Gary D. Adkison Judith Ann. "Principals' leadership beliefs." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9747.

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5

Gallante, Patricia. "Principal Leadership Behaviors and Teacher Efficacy." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702749.

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<p> The attrition rate of teachers in an urban/suburban school district in a northeastern state caused schools to fail to attain annual yearly progress. To reverse this problem, administrators must understand the importance of their leadership and teacher efficacy and the need to nurture teachers to increase student performance. The purpose of this sequential mixed-methods study was to determine whether a relationship existed between leadership and efficacy. Total-population sampling was used to obtain 19 elementary and middle teachers who completed two surveys to examine the relationship betw
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6

Dixon-Peters, Earic B. "Leadership efficacy of community college students." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581489.

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<p> This quantitative study examined the leadership efficacy of community college students in leadership positions using Bandura's (1997) self-efficacy concept. The sample included 124 respondents from 19 community colleges in California. The results indicated that student leaders' leadership efficacy was moderately high, suggesting participants believed they might be able to accomplish certain leadership tasks. There were no significant differences in leadership efficacy scores by gender or ethnicity. However, a significant difference was found in one category, the belief in ability to motiva
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7

Gallante, Patricia Ellen. "Principal Leadership Behaviors and Teacher Efficacy." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/581.

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The attrition rate of teachers in an urban/suburban school district in a northeastern state caused schools to fail to attain annual yearly progress. To reverse this problem, administrators must understand the importance of their leadership and teacher efficacy and the need to nurture teachers to increase student performance. The purpose of this sequential mixed-methods study was to determine whether a relationship existed between leadership and efficacy. Total-population sampling was used to obtain 19 elementary and middle teachers who completed two surveys to examine the relationship between
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8

Campbell, Wendell Lynn. "Correlating Principals' Self-Efficacy Ratings with Ratings of Their Efficacy by Their Teachers: Perceptions of Leadership." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1341003286.

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9

Anderson, David Wayne. "Personality, self-efficacy and managerial leadership behaviour." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0012/NQ42493.pdf.

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10

Anderson, David Wayne. "Personality, self-efficacy and managerial leadership behaviour." Ottawa : National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.nlc-bnc.ca/obj/s4/f2/dsk1/tape10/PQDD_0012/NQ42493.pdf.

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11

Lee, Kyle A. "THE INFLUENCE OF COLLECTIVE INSTRUCTIONAL LEADERSHIP ON TEACHER EFFICACY." UKnowledge, 2015. http://uknowledge.uky.edu/edl_etds/12.

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In understanding leadership to be the single most important factor in shaping a school’s performance, and second highest factor influencing student achievement, it is a necessity for investigations to focus on what successful leaders do to have excelling schools. Research has alluded to the understanding that the principal can no longer serve as the sole instructional leader of a school. This need for collaboration within the organization places a weight on principals to incorporate others within the school decision-making process. This study examined how collective instructional leadership is
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12

Johnson, Aubrey. "Love and leadership." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0593.

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13

Fields, Andrew R. "Leadership self-efficacy in university co-curricular programs." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/108.

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University educators are concerned with student leadership development in order to generate much-needed leaders in every aspect of society. This sequential mixed methods study found that students who participate in a university co-curricular outdoor education leadership training program, combined with the experience of leading a wilderness backpacking trip, had increased leadership self-efficacy. Empirical evidence was found to support leadership development, as well as the effectiveness and importance of university co-curricular outdoor education leadership training programs. This research is
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14

Prusak, Kyla J. "Principal Leadership Behaviors that Affect Teacher Collective Efficacy." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703293/.

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Research continues to support the positive link between teacher collective efficacy and student achievement. The purpose of this study was to better understand how principal leadership behaviors affect teacher collective efficacy beliefs. The study was designed around Goddard, Hoy, and Hoy's construct of teacher collective efficacy, which is grounded on Bandura's efficacy constructs. The sequential mixed-methods study was designed to examine the perceptions of teacher participants from one Texas Title I middle school regarding principal leadership behaviors. A case study approach was used
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15

Yeung, Chi Tit. "Authentic leadership and employee outcomes : examining mediating effects." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/576.

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Authentic leadership, its fundamental values, and its mediated effects on employee outcomes were studied. Past leadership studies have had different situational or environmental objectives, have concentrated mostly on the short or medium terms and have not focused on the core, fundamental values of leadership. Most of the existing leadership studies with different situational or environmental objectives have focused on the personality or behaviour of the leader and on the resulting psychological and financial outcomes, rather than on employee outcomes. Situations and environments have become i
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16

Imhoff, Paul W. "Servant Leadership and Collective Teacher Efficacy: Do higher levels of servant leadership behaviors in elementary principals lead to increased collective teacher efficacy?" Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531819909906669.

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17

Cullum, Princess M. "Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849695/.

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Bombarded by constant and rapid change, healthcare organizations feel a sense of urgency to meet their needs for leaders. They rely on physicians to lead at all levels in their healthcare organizations. For them to successfully navigate today's healthcare environment, they require more than a medical education. To address this need, healthcare organizations are developing in-house leadership development programs.In this paper, I conduct a case study of physicians transitioning into leadership and their self-efficacy facilitated through an in-house leadership development program. Documentation
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18

Williams, Kelly M. "Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2503.

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Effective leadership has a positive impact upon schools and student achievement. Teacher inclusion in leadership efforts has grown during a time of school reform. In order to sustain and define teacher leader responsibilities, efficacious teachers need to be supported by school and district administrators. A case study was used to understand the dynamics of self-efficacy as it pertains to teacher leaders in the Oak Ridge School District in Oak Ridge, Tennessee. Purposive sampling was used to select 5 teacher leaders and 2 district administrators for the case study. Interviews along with observ
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19

Stiffler, Kim. "Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791844.

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<p> <b>Purpose.</b> The purpose of this study was to explore teacher leadership practice in an effort to understand how the behaviors of teacher leaders, and interactions among them, contribute to teacher and collective efficacy for the purposes of increasing student achievement and closing student achievement gaps. </p><p> <b>Methodology.</b> A grounded theory approach to qualitative research was used to establish a theoretical foundation among the constructs of teacher leadership, efficacy beliefs, and student achievement. Data were primarily collected through an examination of the perspec
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20

Lipka, Phillip. "Stereotype threat and women's perceptions of leadership self-efficacy." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1239805239/.

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21

Williams, Varil Deloise. "Self efficacy of African American Women in Leadership Roles." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1219.

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Little research has focused on developing female African American leaders. A mixed methods study examined the influence of conservation of resources (COR) and locus of control (LOC) on the self-efficacy (SE) of 26 female African American leaders. It also explored the role of mentoring and spirituality in leadership development for a subset of 5 participants. Data were obtained using a demographic questionnaire, the General SE Scale, the COR Evaluation Gain scale, and the LOC Assessment, along with transcribed responses to mentoring and spirituality interview questions. Pearson correlations run
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22

Pearson, Angela Deloise. "Self-Efficacy and Leadership Commitment During Lean Strategy Deployment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7716.

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Lean strategy deployment (LSD) provides a means to create lasting value at reduced cost; yet most LSD efforts fail to attain sustainable improvements. The current study sought to gain an understanding of how leaders in oral healthcare manufacturing setting in the northeastern region of the United States can apply self-efficacy and leadership commitment during an LSD. Using Bandura’s theory of self-efficacy this qualitative phenomenological study examined the lived experiences and perceptions of 15 mid-to-senior level managers, concerning the use of self-efficacy and leadership commitment durin
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23

Steinmetz, Josefina I. "Self-efficacy and Its Impact on Teacher-leader Burnout." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936200.

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<p> <b>Purpose.</b> The purpose of this qualitative case study was to explore self-efficacy in teacher educational leadership and its connection to burnout as perceived by teacher-leaders in a confined small suburban school district.</p><p> <b>Methodology.</b> This research followed a qualitative case study research design. This approach allowed the researcher to interact extensively and intimately with the participants. This method also allowed the thorough exploration of phenomena through in-depth inquiry within a bounded system, time, place, or physical environment. Through semistructured
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24

Cullum, Princess. "Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc849695/.

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Bombarded by constant and rapid change, healthcare organizations feel a sense of urgency to meet their needs for leaders. They rely on physicians to lead at all levels in their healthcare organizations. For them to successfully navigate today's healthcare environment, they require more than a medical education. To address this need, healthcare organizations are developing in-house leadership development programs.In this paper, I conduct a case study of physicians transitioning into leadership and their self-efficacy facilitated through an in-house leadership development program. Documentation
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25

Stokes, Erin Willie. "The Development of the School Reform Model| The Impact of Critical Constructs of School Culture, School Climate, Teacher Efficacy, and Collective Efficacy on Reform." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163303.

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<p> Reform is a common tool used by policymakers to increase student achievement. Unfortunately, reform efforts are not always successful. However, researchers have demonstrated that school culture and climate both impact student achievement (Cavanaugh &amp; Dellar, 1997; Cohen, Fege, &amp; Pickeral, 2009; D&rsquo; Alessandro &amp; Sadh, 1998; MacNeil, Prater, &amp; Busch, 2009; National School Climate Council, 2007; Peterson &amp; Deal, 2009; Stolp, 1994; University-Community Partnerships, Michigan State University, 2004). The overarching question explores the relationships among school cultu
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26

Ryba, Cameron M. "A Study of the Relationship between Transformational Leadership Practices and Collective Teacher Efficacy." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron154194342290909.

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27

Rackley, Robin Ann. "A longitudinal investigation of change in teacher efficacy and perceptions of leadership following participation in a technology integration program." Texas A&M University, 2004. http://hdl.handle.net/1969.1/3121.

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A longitudinal study was conducted to investigate the relationship between teachers’ perceptions of leadership capabilities and teachers’ efficacy beliefs in the context of their participation in a technology integration project. Participants included seventeen elementary school teachers and seven administrators in a school district located in the southwestern United States. Qualitative and quantitative methodologies were utilized over the course of the three and a half year project. Bandura’s (1997) social cognitive theory served as the framework for defining self-efficacy and explaining t
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28

Graham, Joe Wilson. "Leadership behaviors and collective efficacy as perceived by teachers of schools in the Katy Independent School District." Texas A&M University, 2003. http://hdl.handle.net/1969.1/6004.

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The primary purposes of this study were to discover any connections between leadership effectiveness and collective efficacy from campuses in the Katy Independent School District. It also was designed to discover other possible connections between teacher demographic variables and collective efficacy. The research study for leadership was based on the leadership work of Kouzes and Posner and the survey they created, the Leadership Practices Inventory (LPI). The collective efficacy piece was based on the work of Roger Goddard and his work on the collective efficacy survey for school personnel.
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29

Rose, Geoffrey. "Socially and Emotionally Competent Leadership: Practices That Shape the Sources of Collective Efficacy." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108807.

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Thesis advisor: Raquel Muñiz<br>Research has shown that collective efficacy, school-based leadership, and social and emotional (SEL) competencies positively contribute to student success. In the context of education, collective efficacy refers to whether teachers believe in the ability and capacity of their colleagues to support the achievement of all students. Limited research has examined the bridge between leadership practices and the primary sources of collective efficacy: mastery experiences, vicarious experiences, verbal/social persuasion, and affective states. The purpose of this qualit
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30

Benson, Scott Jason. "Culture and Collective Teacher Efficacy: A Case Study in Efficacy." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9226.

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The concept of collective teacher efficacy was first introduced by Bandura (1997) in the 1990's. Hattie's (2016) identification of collective teacher efficacy as the number one influence on student achievement has led to the idea that educators within a school have the ability to positively impact student achievement. In his research, Bandura identified four sources of both individual and collective teacher efficacy: mastery experiences, vicarious experiences, social persuasion, and affective state. The purpose of this qualitative research study is to identify aspects of school culture that su
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31

Foley, Virginia P. "Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5990.

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32

Romaniuk, Mary-Jo Holash. "Developing emerging leaders in the library profession : program content, self-efficacy and leadership." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/78447/2/Mary-Jo_Romaniuk_Thesis.pdf.

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This thesis used experimental and qualitative methods to determine that a typical, formal library leadership development intervention significantly enhanced the leadership self-efficacy of participants. The investigation also ascertained what program content and attributes affected leadership self-efficacy and how these elements either deterred or enhanced leadership self-efficacy development. Self-efficacy is critical to leadership emergence and effectiveness. Leadership succession has been identified as an issue in the library profession and society as a whole. The research confirmed that le
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33

Nicholson, Michael Raymond. "Transformational Leadership and Collective Efficacy: A Model of School Achievement." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1048791183.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 225 p.; also includes graphics (some col.) Includes bibliographical references (p. 207-225). Available online via OhioLINK's ETD Center
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34

van, Brenk Hendrik. "Exploring how construction workers interpret the efficacy of leadership traits." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691422.

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<p> The study suggests that causation of workplace injury, specific to construction projects, include human factors that are not routinely discovered through empirical analysis. Although this is likely an intuitive conclusion it suggests that prevention must in part confront human factors and the role of leadership to respond. Construction continues to be one of the most dangerous industry segments in the United States injuring tens of thousands of construction workers annually. This qualitative phenomenological study investigated a directed sample of 15 construction workers working at 5 diffe
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35

Bucher, Jeffrey W. "The Relationship between Principal Characteristics and Curriculum Leadership Self-Efficacy." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1282249993.

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36

Fincher, Justin. "Leadership self efficacy for college students with a learning disability." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8210.

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Thesis (M.A.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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37

Brown, Shelia. "An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28399/.

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The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of exper
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Tinker, Amanda. "Teacher Expectations, Self-efficacy, and Collective Efficacy in Three Tennessee Literacy Networks." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3698.

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The purpose of this quantitative study was to determine if there was a significant difference in the dependent variables- teacher expectations, self-efficacy, and collective efficacy among the three levels of the independent variable- membership in one three literacy networks in Tennessee- Leading Innovation for Tennessee (LIFT), Read to Be Ready Coaching Network (RTBR), and Tennessee Early Literacy Network (TELN)- and if significant correlations existed between the dependent variables for each network. The population consisted of 161 K-3 Tennessee teachers who had been involved in the work of
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Weaver, Rachel Maria. "Factors Influencing Teacher Efficacy in a Pennsylvania Juvenile Detention Center Education Program." Thesis, Concordia University (Oregon), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602329.

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<p> This dissertation describes the factors influencing teacher efficacy among teachers currently or recently working in a juvenile detention center education program in southeastern Pennsylvania. The single-case study examined the barriers and facilitators to high teacher efficacy in that school setting, since these factors were previously unknown. The research population for the study consisted of all teachers who are working or who have worked within the past five years at the juvenile detention center education program (n = 9). Research was conducted using the Teachers&rsquo; Sense of Effi
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40

Bennett, Douglas Shields. "Teacher Efficacy in the Implementation of New Curriculum Supported by Professional Development." The University of Montana, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.

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A large body of literature regarding professional development and its effects on teaching and student achievement and learning has emerged over the last decade. There are many teachers who either have limited access to professional development activities or who have access and choose not to take part in professional development activities. This qualitative study employed a phenomenological tradition in describing the "lived experiences" of participants involved in the implementation of new curriculum. Fourteen teachers and seven principals were purposefully selected to be part of this study in
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Murphy, Susan Elaine. "The contribution of leadership experience and self-efficacy to group performance under evaluation apprehension /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/9167.

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42

Gutierrez, Limary Trujillo. "Building Teacher Self-Efficacy through Administrator Feedback." Thesis, San Jose State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827388.

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<p> The study explored current site principals&rsquo; feedback practices that support or hinder teachers&rsquo; implementation of feedback, and identified site principal&rsquo;s practices that encourage or interfere with teacher&rsquo;s self-efficacy. Using qualitative interviews with site principals and teachers from two different districts and three different school sites, the study analyzed two major leadership practices: (a) an administrator&rsquo;s ability to communicate effectively with teachers before, during, and after the feedback process, and (b) an administrator&rsquo;s use of emoti
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43

Cook, Christopher Allen. "Student-athletes' self-efficacy regarding leadership potential| A phenomenological inquiry into the perceived effects of leadership simulations." Thesis, Washington State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732715.

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<p> The purpose of this phenomenological study was to investigate the influence of experiential learning (i.e., leadership simulations) on student-athletes&rsquo; self-efficacy regarding their potential as future leaders. More specifically, the researcher sought to understand the &ldquo;lived experiences&rdquo; of NCAA Division I student-athletes in a models of leadership course. The following primary research question provided the focus for the study: To what extent, if at all, do leadership simulations and teaching about leadership models enhance student-athletes&rsquo; perceived self-effica
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44

Bowers, Trent H. "Connections between Ethical Leadership Behavior and Collective Efficacy Levels as Perceived by Teachers." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236110353.

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45

Nye, Gary D. "Principals' Leadership Beliefs: Are Personal and Environmental Influences Related to Self-Efficacy?" Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9747/.

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The purpose of this study was to determine if there was a relationship between principal self-efficacy and personal characteristics, school conditions, and professional preparation among a selected group of Texas, public school principals. The survey instrument included the Principal Self-Efficacy Scale (PSES) developed by Tschannen-Moran & Garies in 2004, and other items. The survey instrument was electronically distributed to a random sample of 965 Texas, public school principals. From that population, 289 principals completed the survey for a response rate of 30%. Statistical Package for t
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46

Kang, Augustine. "Emotional Intelligence, Environment, and Teacher Self-Efficacy: A Look into the Effects of Teacher Emotional Intelligence and Socioeconomic Status of School on Teacher Self-Efficacy in K-12 Public Schools." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1516639549.

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This study sought to uncover the relationship among emotional intelligence, teacher self-efficacy, and socioeconomic status of schools amongst K-12 public school teachers. Correlations were analyzed between overall emotional intelligence and overall teacher self-efficacy, as well as between the subscales of both constructs. Furthermore, regression analysis was used to determine the predictability of teacher self-efficacy based on emotional intelligence, school socioeconomic status, and the subscales of emotional intelligence. Weak correlations were found between emotional intelligence of teach
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47

Kiser, Robert R. "An exploratory study of the efficacy of the U.S. Army Civilian Education System Basic Course." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32482.

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Doctor of Education<br>Department of Educational Leadership<br>Jeffrey Zacharakis<br>In this study, the researcher explores the effectiveness of Leader Development in the United States Army by examining the relationship between attendance at the Army’s Civilian Education System Basic Course (Basic Course) and enhanced leadership in its graduates. The study was conducted using a paired sample, drawn from five classes in the spring of 2015. The researcher employed the Multi-Rater Leadership Questionnaire version 5X-Short (MLQ5X) developed by Avolio and Bass (2004) in a quasi- experimental, repea
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48

Morgan, Lori Ann. "Developing collective teacher efficacy in one urban low-income elementary school: A case study." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3611.

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Over the past two decades, research has shown links between collective teacher efficacy and student achievement. While the benefits of high levels of collective teacher efficacy have been documented, research focused on how it is developed in school serving socio-economically disadvantaged students and the role of principal leadership in that development is lacking, specifically from a qualitative case-study approach This qualitative case-study explored how collective teacher efficacy was developed in an urban neighborhood elementary school serving socio-economically disadvantaged students and
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49

Versland, Tena Marie. "Self-efficacy development of aspiring principals in education leadership preparation programs." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/versland/VerslandT0509.pdf.

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Much attention has been given to the importance of principal preparation programs in equipping principals with the knowledge and skills necessary to effectively lead schools. However despite this attention, many critics from inside and outside the higher education community do not believe preparation programs have gone far enough or have made the necessary changes to insure that principal candidates gain the skills and knowledge necessary for the demands of leadership in contemporary schools. Bandura (1997) found that people's self-efficacy, the judgments of their personal capabilities, rather
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Saggers, Robert E. "The efficacy of manager teaching to enhance leadership learning and effectiveness /." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115625.

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"Development of others" appears consistently in leadership competency frameworks; managers are now being asked to think of themselves as teachers in addition to their myriad other roles. Little empirical evidence however seems to exist that managers who teach their employees learn to lead better, generate more employee satisfaction and are indeed more effective than those who do not. This study found support for this claim. Twenty managers and forty-three of their employees participated in this study. Data were collected from both groups, before and after the managers attended a workshop desig
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