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Greek School Principals’ Efficacy Beliefs on Teacher Performance Evaluation

dc.contributor.authorKaltsonoudi, Kalliope
dc.contributor.authorAthanasoula-Reppa, Anastasia
dc.identifier.issn209 - 234
dc.description.abstractThis study, through quantitative approach, aims to determine the level of Greek school prin-cipals’ self-efficacy (SE) beliefs regarding their new role as evaluators of their teaching staff. It also aims to examine how these principals’ specific evaluative efficacy (SEE) re-lates to their: a) general self-efficacy (GSE), b) generalized leadership efficacy (GLE), and c) evaluation’s expected results (EER). The sample of the study consisted of 151 principals working in the Primary and Secondary Education of a large region in Athens, in the autumn of 2014. The survey’s results show that the principals report a quite high level of GSE and GLE but a lower level concerning SEE. The principals’ educational level raises the per-ceived SEE. The survey’s variables are positively correlated with each other. Finally, GSE compared to GLE, constitutes a better predictor model for SEE. Results are discussed along with implications and suggestions for further research and for enhancing efficacy.en_UK
dc.publisherJournal of Teacher Education and Educatorsen_UK
dc.relation.ispartofseries;Volume / Cilt 5, Number / Sayı 2
dc.subjectSchool principalen_UK
dc.subjectTeacher evaluationen_UK
dc.subjectGeneral & specific self-efficacyen_UK
dc.subjectGeneralized leadership efficacyen_UK
dc.subjectExpected resultsen_UK
dc.titleGreek School Principals’ Efficacy Beliefs on Teacher Performance Evaluationen_UK
dc.title.alternativeYunan Okul Müdürlerinin Öğretmenlerin Performanslarını Değer-lendirmeye Yönelik Yeterlik İnançlarıen_UK

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