The Impact of School Culture on Teacher Efficacy through Teacher Leadership as an Intervening Variable in Regents Secondary School Bali
DOI:
https://doi.org/10.24246/j.jk.2024.v11.i2.p129-145Keywords:
School Culture, Teacher Efficacy, Teacher LeadershipAbstract
Teacher efficacy is a central aspect of education that reflects a teacher's belief in their ability to influence student learning outcomes. A conducive school culture, including commitment and collegial support, plays an important role in strengthening teachers' confidence in teaching effectively. Additionally, the role of teacher leadership in motivating and guiding is significant in improving teacher efficacy. This study aims to explore the effect of school culture on teacher efficacy through the mediation of teacher leadership. Using a saturated sample technique, this study involved 39 respondents from Regents Secondary School Bali. Data analysis using SEM (SmartPLS) showed a positive effect of school culture on teacher efficacy, but no significant effect of teacher leadership on teacher efficacy. The study also found that there was no direct effect of school culture on teacher efficacy, nor through teacher leadership. These findings emphasize the importance of a deeper understanding of the dynamics of school culture and the role of teacher leadership in strengthening teacher efficacy to sustainably improve education quality.
Downloads
References
Akman, Y. (2021). The relationships among teacher leadership, teacher self-efficacy and teacher performance. Journal of Theoretical Educational Science, 14(4), 720-744.
Araşkal, S., & Kılınç, A. Ç. (2019). Investigating the factors affecting teacher leadership: A qualitative study. Educational Administration: Theory and Practice, 25(3), 419-468. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2): 117-148.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Beycioğlu, K. (2009). An evaluation of the leadership roles exhibited by teachers in primary schools (Hatay province example) [An analysis of teacher leadership roles in elementary schools. The case of Hatay province]. (Unpublished doctoral dissertation). İnönü University, Malatya, Turkey.
Bozkurt, S., Çoban, Ö., Özdemir, M., & Özdemir, N. (2021). How leadership, school culture, collective efficacy, academic self-efficacy, and socioeconomic status affect student achievement. Egitim ve Bilim, 46(207).
Bozkuş, K., Taştan, M., & Turhan, E. (2015). Teachers' perceptions and expectations of teacher leadership. Journal of Human Sciences, 12(1): 298-326. https://doi.org/10.14687/ijhs.v12i1.2 958.
Demirtas, Z. (2010). The Effects of School Culture on Student Achievement. Egitim ve Bilim, 35(158): 3.
García-Lázaro, I., Colás-Bravo, M. P., & Conde-Jiménez, J. (2022). The impact of perceived self-efficacy and satisfaction on preservice teachers’ well-being during the practicum experience. Sustainability, 14(16), Article 10185. https://doi.org/10.3390/su141610185
Glisson, C., & James, L. R. (2002). The cross‐level effects of culture and climate in human service teams. Journal of Organisational Behaviour, 23(6), 767-794.
Glisson, C. (2000). Organisational climate and culture. The handbook of social welfare management, 195-218.
Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education 17(7), 807-818.
Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education 17(7), 807-818.
Gümüş, S., Çağatay Kılınç, A., & Bellibaş,
M. S. (2022). The relationship between teacher leadership capacity at school and teacher self-efficacy: the mediating role of teacher professional learning. School Leadership & Management, 42(5), 478-497.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European business review, 31(1), 2-24.
Harris, A., & Lambert, L. (2003). Building leadership capacity for school improvement. Buckingham: Open University Press.
Harris, A. (2002). Effective leadership in schools facing challenging contexts. School Leadership & Management, 22(1), 15-26. https://doi.org/10.1080/1363243022 0143024a.
Harris, A. (2005). Teacher leadership: More than just a feel-good factor?. Leadership and Policy in Schools, 4(3), 201-219. https://doi.org/10.1080/1570076050 0244777.
Hidayah, R., Wangid, M. N., Wuryandani, W., & Salimi, M. (2023). The Influence of Teacher Efficacy on Education Quality: A Meta-Analysis. International Journal of Educational Methodology, 9(2), 435-450.
Hongboontri, C., & Keaw Chong, N. (2014). School Culture: Teachers' Beliefs, Behaviours, and Instructional Practices. Australian Journal of Teacher Education, 39(5), n5.
Hoy, A. W., & Hoy, W. K. (2003).
Instructional leadership: A learning-centred guide. Pearson/A and B.
Kara, M. (2022). School Culture as the Predictor of Teacher Leadership. Online Submission, 3(2), 209-225.
Kara, M. & Bozkurt, B. (2022). The examination of the relationship between teacher autonomy and teacher leadership through structural equation modelling. International Journal of Contemporary Educational Research, 9(2), 299-312. https://doi.org/10.33200/ijcer.10371 28.
MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73-84.
Manliguis, R. M. F., & Tagadiad, C. L. (2023). The Mediating Effect of Empowering Leadership on The Relationship Between School Culture and Teaching Efficacy. International Journal of Research and Innovation in Social Science, 7(8), 401-414.
Muijs, D., & Harris, A. (2003). Teacher leadership: Improvement through empowerment? An overview of the literature. Educational Management & Administration, 31(4), 437-448. https://doi.org/10.1177/0263211X03 0314007.
Olivier, D. F. (2001). Teacher personal and school culture characteristics in effective schools: Toward a model of a professional learning community. Unpublished dissertation. Louisiana State University.
Peterson, K. D., & Deal, T. E. (2009). The shaping school culture fieldbook. John Wiley & Sons.
Pineda-Báez, C., Bauman, C., & Andrews, D. (2020). Empowering teacher leadership: A cross-country study. International Journal of Leadership in Education, 23(4), 388-414. https://doi.org/10.1080/13603124.20 18.1543804.
Rahemi, J. (2007). Self-efficacy in English and Iranian senior high school students majoring in humanities. Novitas ROYAL, 1(2), 98–111. https://bit.ly/3LweO83.
Ross, J. A., Hogaboam-Gray, A., & Gray,
P. (2004). Prior student achievement, collaborative school processes, and collective teacher efficacy? Leadership and Policy in Schools, 3(3), 163-188.
Sandaraj, M., & Hashim, H. (2022). Establishing the relationship between teacher efficacy and malaysian primary pupils’ achievement formative reading assessment. Creative Education, 13(2), 491–503. https://doi.org/10.4236/ce.2022.1320 29.
Schein, E. H. (2010). Organisational culture and leadership (Vol. 2). John Wiley & Sons.
Stokes, E. W. (2016). The development of the school reform model: The impact of critical constructs of school culture, school climate, teacher efficacy, and collective efficacy on reform. University of Louisiana at Lafayette.
Taylor, M., Goeke, J., Klein, E., Onore, C., & Geist, K. (2011). Changing leadership: Teachers lead the way for schools that learn. Teaching and Teacher Education, 27(5), 920–929. doi:10.1016/j. Tate.2011.03.003.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
Van Houtte, M. (2005). Climate or culture? A plea for conceptual clarity in school effectiveness research. School effectiveness and school improvement, 16(1), 71-89.
Wagner, C. R. (2006). The school leader’s tool for assessing and improving school culture. Principal Leadership, 7(4), 41-44.
Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134-171. https://doi.org/10.3102/0034654316 653478.
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316. https://doi.org/10.3102/0034654307 4003255.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Kelola: Jurnal Manajemen Pendidikan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Kelola: Jurnal Manajemen Pendidikan is licensed under a Creative Commons Attribution 4.0 International License
