Self-efficacy of school principals for effective school functioning during the COVID-19 crisis

IF 2.4 Q3 MANAGEMENT
Mowafaq Qadach
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引用次数: 0

Abstract

Purpose

The current study seeks first to examine the prediction of school functioning in crises during the COVID-19 pandemic by school principals’ self-efficacy; second, to explore the differences in all dimensions of self-efficacy and school functioning during crises in Arab and Jewish schools in Israel and third, to determine which of school principals’ self-efficacy dimensions best predicted school functioning during the COVID-19 crisis.

Design/methodology/approach

Data were aggregated at the school level for structural equation modeling (SEM) analysis using AMOS analysis of 103 middle schools across Israel, 53 from Jewish and 50 from Arab society. Participants included 103 school principals (who answered the school principals’ self-efficacy questionnaire) and 1,031 teachers who answered the school functioning during crises questionnaire (477 Jewish teachers and 554 Arab teachers).

Findings

The findings showed that the principals’ self-efficacy positively predicted school functioning during the crisis. Among the five self-efficacy dimensions (general management efficacy, leadership efficacy, human relations efficacy, efficacy in managing external relations and pedagogical management efficacy), significant differences were found only in “external relations efficacy,” which was higher for “Arab” school principals; the only dimension that predicted school functioning during crises in both societies was “human relations efficacy.”

Originality/value

The current results emphasize the importance of principals’ self-efficacy in general and specifically caring leadership practices “human relations efficacy” in their relations with the school staff, the students and the parents for effective school coping and functioning during crises in two societies in Israel: Arab and Jewish. Further, no previous studies have explored this correlation.

校长在 COVID-19 危机期间有效履行学校职能的自我效能感
本研究的目的首先是研究在 COVID-19 大流行期间,校长的自我效能对危机中学校功能的预测;其次是探讨以色列阿拉伯学校和犹太学校的自我效能与危机中学校功能在所有维度上的差异;第三是确定在 COVID-19 危机中,校长的哪一个自我效能维度最能预测学校功能。设计/方法/途径 采用 AMOS 分析方法对以色列 103 所中学(其中 53 所来自犹太社会,50 所来自阿拉伯社会)的学校数据进行汇总,以进行结构方程建模(SEM)分析。参与者包括 103 名校长(他们回答了校长自我效能问卷)和 1031 名教师(477 名犹太教师和 554 名阿拉伯教师)(他们回答了危机期间学校运作问卷)。在五个自我效能感维度(一般管理效能感、领导效能感、人际关系效能感、处理外部关系效能感和教学管理效能感)中,只有 "外部关系效能感 "存在显著差异,"阿拉伯 "校长的这一效能感较高;在两个社会中,唯一能预测危机期间学校功能的维度是 "人际关系效能感"。"目前的研究结果强调了在以色列的两个社会中,校长在与学校教职员工、学生和家长的关系中的一般自我效能感,特别是关爱型领导实践 "人际关系效能感 "对于学校在危机中有效应对和运作的重要性:阿拉伯人和犹太人。此外,以前没有研究探讨过这种相关性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.30
自引率
8.30%
发文量
72
期刊介绍: The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.
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