Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal of Management Studies and Development
Romero, Marcian Xavier
Unknown Affiliation
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Industrial & Manufacturing Engineering Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Shared Instructional Leadership of School Administrators: Its Relationship to Teachers’ Self-Efficacy Romero, Marcian Xavier
Journal of Management Studies and Development Vol. 3 No. 01 (2024): Journal of Management Studies and Development
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jmsd.v3i01.521

Abstract

The study determined the relationship between shared instructional leadership among school administrators and teachers' self-efficacy. The study employed a concurrent parallel mixed method using a descriptive-evaluative-correlational research design.  The descriptive design was used to ascertain the level of shared instructional leadership of school administrators and teachers and the level of self-efficacy of teachers. The evaluative design was employed to underscore the significant differences between shared instructional leadership and self-efficacy among groups of respondents. Meanwhile, the correlational design assessed the critical relationship between shared instructional leadership and teachers' self-efficacy. Data revealed that administrators and teachers have a very high level of shared instructional leadership and self-efficacy, which was derived based on the survey's descriptive results. There was a significant difference among groups of respondents and no statistically significant difference among shared instructional leadership and self-efficacy. The alternative hypothesis that no meaningful relationship exists between shared instructional leadership and teacher self-efficacy was also accepted.
Co-Authors