Association Between Leadership Practices and Self-Efficacy of Personnel

The student achievement is the direct outcome of the effort expended by the teachers in the classroom. To get the teachers engaged in the classroom efficiently and diligently it is very necessary to provide them with a conducive and favorable working environment in school for which only the head teachers is capable and responsible to achieve the highest level of success. Teachers’ self-efficacy is affected directly by the head teachers’ leadership practices. This study was designed to explore the correlation between head teachers’ leadership practices and teachers’ self-efficacy. Correlation research design was used to conduct this study by applying survey method. The population of the study was consisted of secondary schools teachers. A sample of two hundred students was selected by conveniently sampling technique. Researchers collected data by self-developed questionnaire on five point likert scale related to leadership practices and teachers’ self-efficacy. There was significant positive moderate relationship between leadership practices and teachers self-efficacy. Both male and female teachers’ had same perceptions about leadership practices and self-efficacy at secondary level. Head teachers may motivate and entice teachers positively to increase the level of teacher efficacy. Basic facilities may provide to the teachers to improve their self-efficacy. Keywords: Heads’ leadership practices, teachers’ self-efficacy, motivation, and facilities DOI: 10.7176/JEP/10-16-07 Publication date:June 30th 2019