Building Principal Self-Efficacy through the Lens of Principal Preparation Programs and Principal Leadership Professional Development Experiences

Abstract

This quantitative study examines the self-reported level of self-efficacy in current practicing South Carolina elementary principals and what elements of their principal preparation programs and principal leadership professional development experiences contribute to the development of self-efficacy. The study was framed through the lens of Bandura’s social cognitive theory and self-efficacy theory. A Likert-type, three-part survey with two open-ended questions was administered to practicing elementary public-school principals throughout the state of South Carolina. Descriptive and inferential statistics results from 78 surveys indicated that the majority of practicing elementary principal participants hold an overall high level of self-efficacy. Current research was reinforced, and this study brought about new findings. This study supports the belief that by having quality principal preparation programs and principal leadership professional development experiences, we will foster principals in developing higher levels of self-efficacy. Making this a priority will allow higher education and school district leaders to build capacity in principals so they may confidently lead our 21st-century schools and positively affect school success.