Impact of Principals’ Self-Efficacy on Teachers’ Self-Efficacy

S. Athirathan
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S. Athirathan: Social Science Education, Faculty of Education, University of Colombo

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 6687-6696

Abstract: Principals’ self-efficacy positively influences teachers’ self-efficacy. School climate, leadership styles, and professional development opportunities significantly mediate this relationship. School climate and transformational leadership are the strongest mediators. Interventions aimed at enhancing principals’ self-efficacy and fostering positive school climate and leadership styles can effectively boost teachers’ self-efficacy. qualitative component explores contextual factors, perceptions, and experiences influencing this relationship. This design facilitates a nuanced understanding of how principal self-efficacy impacts teachers’ self-efficacy within school settings. The target population comprises public school teachers and their principals in the schools of Colombo Education Zone, representing diverse school types and levels. Serving in administrative roles for at least one academic year. Sample size is 120 teachers and 30 principals from 30 schools using a stratified random sampling technique will be utilized to ensure representation across different school levels and geographic locations. Schools will be stratified based on school level (elementary, middle, high) and geographic zone (urban, suburban, rural). From each stratum, schools will be randomly selected, and within each school, participating teachers and their principals will be invited to partake in the study. Principals’ Self-Efficacy (Mean = 4.2) this high mean score suggests that principals generally perceive themselves as highly effective in their roles. They likely feel confident in their leadership abilities to influence school outcomes positively. Teachers’ Self-Efficacy (Mean = 3.8). A mean of 3.8 indicates that teachers also perceive themselves as fairly efficacious, though slightly less so than principals. This suggests moderate confidence in their teaching and leadership capabilities within the school setting. School Climate (Mean = 4.0) A score of 4.0 reflects a positive perception of the school environment, indicating an overall healthy and supportive climate that may foster effective teaching and learning. Transformational Leadership (Mean = 4.1). High levels of transformational leadership are perceived among school leaders, implying that principals are viewed as inspiring, motivating, and capable of fostering innovation and change within their schools.

Date: 2025
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