Abstract
Leadership self-efficacy is an important quality for school principals. In his work, Hattie has stated, "How we think about the impact of what we do is more important than focusing on what we do (Hattie, 2020)." Leadership efficacy, theories of action, and how leaders ensure their actions are aligned with their goals is more important than ever as educators face challenges with teacher shortages and leading in a tumultuous time. Teacher recruitment and retention is a worldwide problem. Teachers are leaving the field. While teachers do not have to validate the beliefs of their leaders, they must carry out the actions at the direction of the leader. This study explored the relationship between leadership self-efficacy, teacher perception and teacher retention.
Notes
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Graduation Date
2023
Semester
Spring
Advisor
Walker, Larry
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Educational Leadership and Higher Education
Degree Program
Educational Leadership; Executive Track
Format
application/pdf
Identifier
CFE0009534; DP0027541
URL
https://purls.library.ucf.edu/go/DP0027541
Language
English
Release Date
May 2023
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Hazel, Rachel, "Leadership Efficacy: A Study of the Relationship between Leadership Efficacy, Teacher Perception and Teacher Retention" (2023). Electronic Theses and Dissertations, 2020-2023. 1575.
https://stars.library.ucf.edu/etd2020/1575