Blendinger, Jack G.
Davis, James E.
Farmer, Angela S.
Hailey, Leigh Ann
Date of Degree
Dissertation - Open Access
Elementary, Middle, and Secondary Education Administration
Doctor of Philosophy
College of Education
Department of Educational Leadership
This study investigated the self-efficacy (also often referred to as self-confidence) of principals as determined by school administrator certification credentials and teaching endorsements at low performing middle schools in Mississippi. In educational literature, the term “self-confidence” is often referred to under the nomenclature of self-efficacy. In the context of an educational environment, self-efficacy pertains to a principal’s capability to organize and execute courses of action required in leading and managing a school. Successful school management requires a leader who is task oriented, consistently stays focused, employs effective strategies, and utilizes managerial skills. The investigation focused on the self-efficacy, as determined by credentials and endorsements, of the principals charged with leading and managing the 24 Mississippi middle schools that received Mississippi Department of Education accountability ratings of “D” or “F” in relation to student academic performance. The overall research question that guided the investigation asked: Did the self-efficacy of the principals charged with leading and managing the 24 Mississippi middle schools that received low accountability scores suggest any connection to the ratings? Based on the findings of the investigation, it may be concluded that the self efficacy of the principals charged with leading and managing the middle schools that received low accountability scores didn’t appear to have any connection to the ratings. Also, neither the principals’ certification credential levels nor teaching endorsements appeared to be factors.
Derryberry, James Foreman, "Principals' Self-efficacy in Low Scoring Middle Schools in Mississippi" (2017). Theses and Dissertations MSU. 3634.