The influence of leadership development programs on the job-related self-efficacy of first year assistant principals

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dc.contributor.advisorSchumacher, Gerald T.
dc.contributor.committeeMemberPeters, Michelle
dc.contributor.committeeMemberDivoll, Kent
dc.contributor.committeeMemberLemley, Brett
dc.creatorCraig, Emily Anne
dc.creator.orcid0000-0002-0050-6939
dc.date.accessioned2017-01-24T22:40:01Z
dc.date.available2017-01-24T22:40:01Z
dc.date.created2015-12
dc.date.issued2015-12-07
dc.date.submittedDecember 2015
dc.date.updated2017-01-24T22:40:02Z
dc.description.abstractThe 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.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657.1/628
dc.language.isoen
dc.subject.lcshAssistant school principals
dc.subject.lcshSelf-efficacy
dc.subject.lcshLeadership
dc.titleThe influence of leadership development programs on the job-related self-efficacy of first year assistant principals
dc.typeDissertation
dc.type.materialtext
thesis.degree.departmentSchool of Education
thesis.degree.disciplineEducational Leadership
thesis.degree.grantorUniversity of Houston - Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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