Self-efficacy for instructional leadership: relations with perceived job demands and job resources, emotional exhaustion
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Self‑efficacy for instructional leadership: relations with perceived job demands and job resources, emotional exhaustion, job satisfaction, and motivation to quit Cecilie Skaalvik1 Received: 9 April 2020 / Accepted: 4 August 2020 © The Author(s) 2020
Abstract The purpose of this study was to explore associations between school principals’ self-efficacy for instructional leadership, their perceptions of work-related demands and resources, emotional exhaustion, job satisfaction, and motivation to leave the principal position (quit). Four hundred and forty-seven principals in elementary school and high school participated in a survey study. Data were analyzed by means of confirmatory factor analyses and SEM analyses. Self-efficacy for instructional leadership was negatively associated with the perception of all job demands and positively associated with the perception of all job resources in the study. In the SEM analysis, the associations between (a) self-efficacy and (b) emotional exhaustion, job satisfaction, and motivation to quit were indirect, mediated through the perception of job demands and job resources. Keywords Principal self-efficacy · Job demands · Job resources · Job satisfaction · Emotional exhaustion · Motivation to quit
1 Introduction and purpose The role of the school principal has traditionally emphasized bureaucratic and management responsibilities, such as the responsibilities for the school economy, the facilities, teaching schedules, and personnel (Hallinger et al. 2018). During the last decades, greater emphasis has been placed on the principal’s responsibilities for the student learning, for developing goals and visions for the school, and for developing a stimulating learning environment, both for the students and the teachers (Point et al. 2008). Furthermore, The Norwegian Directorate for Primary and Secondary Education (2015) states that, “By definition, a school leader is responsible for * Cecilie Skaalvik [email protected] 1
Norwegian University of Science and Technology (NTNU), Campus Kalvskinnet, 7004 Trondheim, Norway
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everything that happens within the school” (p. 3), and “The principal is responsible for the pupils’ learning outcomes and learning environment and for ensuring good learning processes in the school” (p. 6). The new leadership role has led to a greater accentuation on instructional leadership and leadership for learning. Moreover, it clarifies and strengthens the principal’s responsibility for the outcomes of the education. This responsibility is further underlined by the accountability philosophy that has become applicable in Norwegian school. The new leadership role therefore requires leadership skills that traditionally has not been heavily emphasized. The current role of the school principal, with a strong emphasis on instructional leadership, may therefore be perceived as challenging, stimulating and motivating, but also as stressful and exhausting. Those aspects of the work or the work environment that may be s
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