The influence of leadership development programs on the job-related self-efficacy of first year assistant principals
The purpose of this mixed methods study was to consider the influence of participating in a Leadership Development Program (LDP) on the job-related self-efficacy of first-year assistant principals. By conducting this research, more focused attention could be given to the leadership succession planning of school administrators.
The procedure involved a purposive sample of first-year assistant principals who were members of TEPSA (Texas Elementary Principals and Supervisors Association) or TASSP (Texas Association of Secondary School Principals). These participants were surveyed using the researcher-constructed First-Year Administrator Job-Related Self-Efficacy Scale. The quantitative data involved a 6-point Likert-style survey based on the TExES competencies for principal certification. A smaller group of nine first-year assistant principals who had participated in a LDP provided qualitative data through structured interviews with the researcher. Results of this study indicated that those participants who participated in a LDP had a higher self-efficacy on 30 of the 33 (90.9%) competency statements which were assessed. Additionally, interview participants identified personal motivation, support from others, and prior experiences as factors in their success during their first year. Areas in which first-year assistant principals felt less confident involved management and operational tasks.