Balance of Instructional and Managerial Tasks as It Relates to School Leaders’ Self-Efficacy
Journal of School Leadership
This study examined school leaders' self-efficacy in relation to time spent on school instructional leadership and managerial tasks. Descriptive statistics yielded a mean score for leadership self-efficacy of 4.1/5.0. For every unit increase in time spent on instructional tasks, leadership self-efficacy scores increased and for every unit increase in time spent on managerial tasks, leadership self-efficacy decreased. In addition, 7% of school leaders spent more than 50% of their time on instructional tasks and 93% spent less than 50% and 45% of school leaders spent more than 50% of their time on management tasks and 55% spent less than 50%.
McBrayer, Juliann Sergi, Torri Jackson, Summer Pannell, Carl Sorgen, Antonio P. Gutierrez, Teri Denlea Melton.
"Balance of Instructional and Managerial Tasks as It Relates to School Leaders’ Self-Efficacy."
Journal of School Leadership, 28 (5): 596-617: SAGE Publications.
doi: https://doi.org/10.1177/105268461802800502 source: https://doi.org/10.1177/105268461802800502