Self-efficacy of Catholic School Principals and their Professional Learning Implications

Abstract

This capstone project aimed to assess the leadership self-efficacy of elementary, middle and high school principals in the Diocese of Savannah. The purpose of this study was to not only analyze perceived competencies with respect to various roles and responsibilities but also to address the key issues and findings for future formation. Using Bandura’s framework of perceived self-efficacy will help the organization in the future formation of Catholic school leaders. The goal is to provide an outcome that yields a positive learning environment through the development of skills and areas of core competencies. This study used a mixed methods approach. Highest means were reported in Communication in a Diverse Environment (M=4.73) and Supporting the Catholic Identity of Schools (M=4.49), while lowest were in Community Collaboration (M=3.71) and Use of Community Resources (M=3.97). Interviews identified perceived strengths in curriculum and instruction. Interviews also identified strengths in Catholic identity. There were identified weaknesses in student data with respect to building a comprehensive professional development program. There was also a need identified for support and geographical partnerships to aid and support facility management, curriculum and instruction and overall school improvement efforts. Recommendations include providing differentiated professional development to increase principal efficacy and competencies in the areas of community collaboration but also provide job-embedded mentorship for new principals.