Affiliation:
1. Bachelor's degree in Teaching English as Second Language (TESL) from Padang University, Indonesia. She has taught as an English teacher for over 10 years and then as a school superintendent. Enceria since moved to the Education Department where she worked as head of Early Childhood. Since being awarded her PhD at Curtin University, Enceria has continued to work in the Department of Education in Pasaman, Indonesia, in a range of positions.
2. School of Education, Curtin University. Her research has involved school climates and learning environments in a range of countries and settings. Her current research is related to developing school-level and classroom-level environments that are inclusive of difference.
Abstract
This study examined the relationships between principals’ leadership, school climate, and teachers’ sense of self-efficacy. Drawing on existing scales, this study examined six aspects of principal leadership (professional interaction, participatory decision-making, individual support, intellectual stimulation and moral perspective) and four school climate factors (staff collegiality, goal consensus, work pressure, resource adequacy, and staff freedom). The participants included 604 Indonesian teachers drawn from 27 high schools. The data were analysed using Structural Equation Modeling. The results indicated statistically significant and positive relationships between leadership style, school climate, and teacher self-efficacy. With the exception of individual support, the relationships between principal leadership and teacher self-efficacy were largely indirect, mediated through staff collegiality and goal consensus.
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19 articles.
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