Agreement of self-other perceptions matters: Analyzing the effectiveness of principal leadership through multi-source assessment

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dc.contributor.authorHam, Seung-Hwan
dc.contributor.authorDuyar, Ibrahim
dc.contributor.authorGumus, Sedat
dc.date.accessioned2024-02-23T14:26:48Z
dc.date.available2024-02-23T14:26:48Z
dc.date.issued2015
dc.departmentNEÜen_US
dc.description.abstractThe purpose of this study was to examine the possible effects of the simultaneous inclusion of self and other ratings of principal instructional leadership on teachers' self-efficacy beliefs. Special attention was given to the case where principal and teacher ratings were incongruent and exhibited a self-other rating disagreement regarding the principals' effectiveness in instructional leadership. The data used in the analyses were taken from the Organisation for Economic Co-operation and Development's (OECD's) Teaching and Learning International Survey (TALIS) conducted in 2008 and involved information from 672 principals and 11,323 teachers in four OECD countries located in the broader Asia-Pacific region. The study tested a set of hypotheses based on a multi-source assessment framework for the analysis of leadership performance. Results indicated that principal-teacher incongruence regarding principal instructional leadership was significantly and negatively associated with teacher self-efficacy across all four countries. The findings suggest that multi-source assessment can provide unique performance-relevant information about leadership that would not be captured by traditional single-source ratings alone.en_US
dc.description.sponsorshipNational Research Foundation of Korea - Korean government [NRF-2014S1A3A2044609]en_US
dc.description.sponsorshipThe author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Work on this paper by the first author was supported by a National Research Foundation of Korea grant funded by the Korean government (NRF-2014S1A3A2044609).en_US
dc.identifier.doi10.1177/0004944115603373
dc.identifier.endpage246en_US
dc.identifier.issn0004-9441
dc.identifier.issn2050-5884
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-84944061772en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage225en_US
dc.identifier.urihttps://doi.org/10.1177/0004944115603373
dc.identifier.urihttps://hdl.handle.net/20.500.12452/14343
dc.identifier.volume59en_US
dc.identifier.wosWOS:000363065800002en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSage Publications Ltden_US
dc.relation.ispartofAustralian Journal Of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMulti-Source Assessmenten_US
dc.subjectPrincipal Effectivenessen_US
dc.subjectInstructional Leadershipen_US
dc.subjectSelf-Other Agreementen_US
dc.subjectPrincipal-Teacher Relationshipen_US
dc.subjectTeacher Self-Efficacyen_US
dc.titleAgreement of self-other perceptions matters: Analyzing the effectiveness of principal leadership through multi-source assessmenten_US
dc.typeArticleen_US

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