Self-efficacy van leraren: hoe maken schoolleiders het verschil?

According to the international literature, school leaders play a key role in school improvement. The aim of this study is to analyse the relationship between three types of school leadership, namely instructional-, distributive- and administrative school leadership, and the self-efficacy of teachers. Research shows the direct effect of school leaders on the self-efficacy of teachers. This study examines a model including mediating variables that can explain the possible relationship between school leadership and self-efficacy of teachers. The mediating variables that are beinig tested are ‘improving school climate’, ‘professional learning community’, ‘collaborative processes’ and ‘professionalisation of teachers’. To test this model a multiple hierarchical regression analysis is conducted. The data used for the regression analysis is obtained from TALIS 2013 (OECD, 2013). TALIS 2013 is an international dataset, in which data is collected through surveys among teachers and school leaders from 33 countries. In this study only data from the Netherlands are used. 128 Schools in the Netherlands participated in the survey. The results show that there are no direct links between the three types of school leadership and self-efficacy of teachers. However, indirect relationships between school leadership and self-efficacy of teachers have been found. Mainly, instructional and distributive school leadership seem to have an effect on the four intervening variables. Of the four intervening variables, the professional learning community appears to have the strongest relationship with self-efficacy of teachers.