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Principal Self-Efficacy for Instructional Leadership in the Perspective of Principal Strengthening Training: Work Engagement, Job Satisfaction and Motivation to Leave

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Title: Principal Self-Efficacy for Instructional Leadership in the Perspective of Principal Strengthening Training: Work Engagement, Job Satisfaction and Motivation to Leave
Language: English
Authors: Anselmus Dami, Zummy (ORCID 0000-0001-7643-6749), Budi Wiyono, Bambang, Imron, Ali, Burhanuddin, Burhanuddin, Supriyanto, Achmad (ORCID 0000-0002-6230-3213), Daliman, Muner (ORCID 0000-0002-6919-1330)
Source: Cogent Education. 2022 9(1).
Availability: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Principals, Junior High Schools, Instructional Leadership, Self Efficacy, Faculty Development, Work Attitudes, Job Satisfaction, Faculty Mobility, Motivation, Relationship, Foreign Countries, Public Policy, Intervention, Models, Program Effectiveness, Inservice Education, Workplace Learning, Job Training
Geographic Terms: Indonesia
DOI: 10.1080/2331186X.2022.2064407
ISSN: 2331-186X
Abstract: The current study explored relations between principal self-efficacy for instructional leadership, work engagement, job satisfaction, and motivation to leave the work as a principal from the principal strengthening training perspective. Participants in the study were 125 principals in the junior school selected using a saturated sampling procedure. This study uses quantitative methods with structural equation modeling (SEM). SEM analysis revealed that principal self-efficacy for instructional leadership was positively related to work engagement and job satisfaction. The relationship between principal self-efficacy for instructional leadership and motivation to leave was not significant. Work engagement and job satisfaction are positively related to motivation to leave. This study showed that Indonesian government policies related to the training of strengthening principals improve principal self-efficacy for instructional leadership. Based on the results of this study, the successful implementation of principal strengthening training in Indonesia can be adopted by policymakers from other countries because it can increase self-efficacy for instructional leadership, work engagement, job satisfaction, and prevent motivation to leave from the principal. In particular, this principal strengthening training program uses the ORPAER intervention model (observe, reflect, plan, act, evaluation, and reflect) combined from the syntax of Theory U and the ILEAD (Introduction, Link, Enforcement, Awareness, and Development) approach. This intervention model can improve the competence of principals, the principals' problem-solving skills, creative thinking, and emotional engagements.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1379374
Database: ERIC
FullText Text:
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  Data: Principal Self-Efficacy for Instructional Leadership in the Perspective of Principal Strengthening Training: Work Engagement, Job Satisfaction and Motivation to Leave
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  Data: <searchLink fieldCode="AR" term="%22Anselmus+Dami%2C+Zummy%22">Anselmus Dami, Zummy</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7643-6749">0000-0001-7643-6749</externalLink>)<br /><searchLink fieldCode="AR" term="%22Budi+Wiyono%2C+Bambang%22">Budi Wiyono, Bambang</searchLink><br /><searchLink fieldCode="AR" term="%22Imron%2C+Ali%22">Imron, Ali</searchLink><br /><searchLink fieldCode="AR" term="%22Burhanuddin%2C+Burhanuddin%22">Burhanuddin, Burhanuddin</searchLink><br /><searchLink fieldCode="AR" term="%22Supriyanto%2C+Achmad%22">Supriyanto, Achmad</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6230-3213">0000-0002-6230-3213</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daliman%2C+Muner%22">Daliman, Muner</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6919-1330">0000-0002-6919-1330</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Cogent+Education%22"><i>Cogent Education</i></searchLink>. 2022 9(1).
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  Label: Availability
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  Data: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 18
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Attitudes%22">Work Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Mobility%22">Faculty Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation%22">Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Relationship%22">Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Policy%22">Public Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Education%22">Inservice Education</searchLink><br /><searchLink fieldCode="DE" term="%22Workplace+Learning%22">Workplace Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Training%22">Job Training</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 10.1080/2331186X.2022.2064407
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  Data: 2331-186X
– Name: Abstract
  Label: Abstract
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  Data: The current study explored relations between principal self-efficacy for instructional leadership, work engagement, job satisfaction, and motivation to leave the work as a principal from the principal strengthening training perspective. Participants in the study were 125 principals in the junior school selected using a saturated sampling procedure. This study uses quantitative methods with structural equation modeling (SEM). SEM analysis revealed that principal self-efficacy for instructional leadership was positively related to work engagement and job satisfaction. The relationship between principal self-efficacy for instructional leadership and motivation to leave was not significant. Work engagement and job satisfaction are positively related to motivation to leave. This study showed that Indonesian government policies related to the training of strengthening principals improve principal self-efficacy for instructional leadership. Based on the results of this study, the successful implementation of principal strengthening training in Indonesia can be adopted by policymakers from other countries because it can increase self-efficacy for instructional leadership, work engagement, job satisfaction, and prevent motivation to leave from the principal. In particular, this principal strengthening training program uses the ORPAER intervention model (observe, reflect, plan, act, evaluation, and reflect) combined from the syntax of Theory U and the ILEAD (Introduction, Link, Enforcement, Awareness, and Development) approach. This intervention model can improve the competence of principals, the principals' problem-solving skills, creative thinking, and emotional engagements.
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        Value: 10.1080/2331186X.2022.2064407
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      – Text: English
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        PageCount: 18
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      – SubjectFull: Principals
        Type: general
      – SubjectFull: Junior High Schools
        Type: general
      – SubjectFull: Instructional Leadership
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Faculty Development
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      – SubjectFull: Work Attitudes
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      – SubjectFull: Job Satisfaction
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      – SubjectFull: Faculty Mobility
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      – SubjectFull: Motivation
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      – SubjectFull: Relationship
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Job Training
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      – SubjectFull: Indonesia
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      – TitleFull: Principal Self-Efficacy for Instructional Leadership in the Perspective of Principal Strengthening Training: Work Engagement, Job Satisfaction and Motivation to Leave
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