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Direct linkPowell, Michael Lanier – ProQuest LLC, 2013
As the 21st century progresses, the role of the building-level school administrator has become more and more complex. With the demands of the No Child Left Behind Act, changing demographics, instructional leadership, and state accountability systems, the need for principals to feel a sense of efficacy toward their jobs is critical. There is a body…
Descriptors: Principals, Self Efficacy, Demography, Educational Legislation
Peer reviewedDaly, Alan J.; Der-Martirosian, Claudia; Ong-Dean, Colin; Park, Vicki; Wishard-Guerra, Alison – Leadership and Policy in Schools, 2011
No Child Left Behind (NCLB) was passed to ensure that 100 percent of students would be proficient by 2014. Progress toward that goal is measured annually and results suggest that while some schools improve, increasing numbers are identified as in need of improvement (INI) and are subject to sanctions. We examined perceived levels of threat…
Descriptors: Sanctions, Self Efficacy, Federal Legislation, Leadership
Ware, Herbert W.; Kitsantas, Anastasia – Journal of Educational Research, 2011
The authors focused on public schools expected to meet performance goals before the No Child Left Behind Act of 2001 (2002) using data from the responses of 26,257 teachers and 6,711 principals to public school questionnaires from the 1999-2000 Schools and Staffing Survey. They examined relationships among measures of teacher commitment and…
Descriptors: Teacher Effectiveness, Self Efficacy, Federal Legislation, Principals
McCullers, J. F.; Bozeman, William – NASSP Bulletin, 2010
This study examined how self-efficacy beliefs might be used to inform leadership regarding accountability. A survey of principals was used to investigate the degree to which they believed the goals of federal and state school measures were actually attainable, and to what degree they believed their leadership helped achieve these goals. The…
Descriptors: State Schools, Self Efficacy, Federal Legislation, Principals
Groh, Anne M. – ProQuest LLC, 2013
A federal policy in the United States has required sweeping changes in K-12 education. With No Child Left Behind legislation, schools are challenged to create conditions that bring each student to federally-set academic proficiency levels. Many schools have become more attentive to data about student performance and how it can inform their…
Descriptors: Elementary Schools, Data, Decision Making, Qualitative Research
McCullers, John Frank – ProQuest LLC, 2009
This study examined how self-efficacy beliefs, a central construct of social cognitive theory, might be used to inform educational leadership and policy decisions related to school accountability measures. A survey of 112 principals in Florida was used to investigate the degree to which principals believed the goals of federal and state school…
Descriptors: State Schools, Self Efficacy, Federal Legislation, Accountability
