Balance of Instructional and Managerial Tasks as It Relates to School Leaders’ Self-Efficacy

Authors

Juliann Sergi McBrayer, Georgia Southern UniversityFollow
Torri Jackson, Liberty County School SystemFollow
Summer Pannell, Georgia Southern UniversityFollow
Carl Sorgen, Georgia Southern UniversityFollow
Antonio P. Gutierrez, Georgia Southern UniversityFollow
Teri Denlea Melton, Georgia Southern UniversityFollow

Document Type

Article

Publication Date

9-1-2018

Publication Title

Journal of School Leadership

DOI

10.1177/105268461802800502

Abstract

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%.

Comments

Copyright and Open Access:https://v2.sherpa.ac.uk/id/publication/35675

Recommended Citation

McBrayer, Juliann Sergi, Torri Jackson, Summer Pannell, Carl Sorgen, Antonio P. Gutierrez, Teri Denlea Melton. 2018. "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: 10.1177/105268461802800502 source: https://journals.sagepub.com/doi/10.1177/105268461802800502
https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/111