An exploration of principal self-efficacy beliefs about transformational leadership behaviors

UnrestrictedThough the research about educational leadership over the past twenty-five years has yielded greater descriptions of effective leadership practices and behavior, it has been lacking in a thorough understanding of how these leadership practices and behaviors are developed and influenced, especially in urban settings. The purpose of this investigation was to examine changes in transformational leadership behavior and core self-efficacy beliefs of principals in both urban and suburban school systems as they participate in an executive leadership development program through the Pennsylvania Inspired Leaders initiative. This study utilized a qualitative comparative case study design in an effort to shed light on the “hows” and “whys” ofchanges in principal leadership behavior and self-efficacy beliefs. This research found that both the self-efficacy beliefs and practices of principals changed in relation to the feedback they received from both current and past leadership experiences. Using contemporary theories of educational leadership and cognitive psychology to analyze the self-efficacy beliefs and leadership practices of both urban and suburban leaders, this research yielded critical recommendations for future investigations of school leadership.; In addition, these findings reaffirm the importance of considering social cognitive factors in the study of educational leadership. They also carry significant implications for the future of leadership preparation programs and the ongoing support of leaders throughout their tenure. It is hoped that the results of this investigation will bring researchers and practitioners one step closer to understanding the intricacies and complexities of effective leadership in both urban and suburban settings