Principal self-efficacy, mindset and performance outcomes: exploring the connection

Abstract

Purpose This study aims to explore the relationship between principals’ performance on the Pennsylvania Framework for Leadership evaluation tool and the corresponding self-reported degree of self-efficacy and growth mindset. Design/methodology/approach The data analysis involved linear regression of principal performance on principals’ mindset, moral leadership self-efficacy and instructional self-efficacy scores. Additionally, correlation matrices identified the presence and direction of relationships between self-efficacy levels and the degree of growth mindset reported by principals. Findings The results demonstrated a positive association between principals’ instructional self-efficacy reports and their overall performance evaluation. Alternatively, both growth mindset and moral leadership self-efficacy evidenced a negative association. There was no association reflected between growth mindset and either the overall self-efficacy measure or the sub-scale self-efficacy measures. A secondary relationship revealed a negative association between school performance profile and growth mindset. This relationship held true in subsequent regression analyses. Originality/value The study adds to the limited research available on examining the relationship between principals’ self-efficacy levels and their performance ratings on a common tool.