Term of Award

Fall 2019

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Department of Leadership, Technology, and Human Development

Committee Chair

Juliann Sergi McBrayer

Committee Member 1

Antonio Gutierrez de Blume

Committee Member 2

Richard Cleveland


With educational reform focused on school accountability, principals must attend to tasks that lead to school improvement. Identifying such tasks as instructional leadership practices and gaining a more comprehensive understanding of instructional leadership practices through leadership self-efficacy may contribute to school improvement. Thus, the purpose of this quantitative study was to investigate instructional leadership practices and the degree to which these practices predict the leadership self-efficacy of school leaders. Participants in the survey were 100 principals and assistant principals of public schools in the southeastern United States, spanning 18 school districts, and 180 schools. Findings indicated instructional leadership practices of school leaders predict their leadership self-efficacy. More specifically, for every one unit increase in the area Supervising and Evaluating Instruction, self-efficacy increases by β = .321 standard deviations. Likewise, for every one unit increase in Monitoring Student Progress subscale, self-efficacy increases by β = .302 standard deviations. Additionally, there were statistically significant differences in the leadership self-efficacy of principals and assistant principals, t = 2.165, p =.033. Educational leaders and key constituents may consider these results for reflection on practice as well as professional learning for skill development to attain school improvement. Recommendations for future research include expansion of the population to include participants in other locations as well as the inclusion of additional instructional leadership practices.

OCLC Number


Research Data and Supplementary Material