Principals’ supervision practices and sense of efficacy in professional learning communities
DOI:
https://doi.org/10.11575/jet.v52i2.69429Keywords:
Professional learning communities; school principals; sense of efficacy; sense of collective efficacy; self-efficacyAbstract
The aim of this study was to analyse principals’ sense of efficacy regarding their teacher supervision practices in the context of a professional learning communities (PLC), and to establish correlations between these senses of efficacy and PLC supervisory practices. A questionnaire on principals’ practices and perceptions (self-efficacy, collective efficacy, teachers’ performance) in a professional learning communities (PLC) was administered (N = 81) in two Canadian provinces. Results indicate significant differences between (a) the sense of collective efficacy (SCE), self-efficacy (SSE), and professional efficacy (SPE). In this regard, SCE ranked the highest. The different senses of efficacy of these leaders are linked to their practices and perceptions in the context of a PLC. The processes by which principals develop these senses of efficacy with regard to their practices in supervising PLCs are not well understood and thus warrant further studies.
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