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

Seung Hwan Ham, Ibrahim Duyar, Sedat Gumus

Research output: Contribution to journalArticlepeer-review

20 Citations (Scopus)

Abstract

The 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 Developments (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.

Original languageEnglish
Pages (from-to)225-246
Number of pages22
JournalAustralian Journal of Education
Volume59
Issue number3
DOIs
Publication statusPublished - Nov 1 2015
Externally publishedYes

Keywords

  • Multi-source assessment
  • instructional leadership
  • principal effectiveness
  • principal-teacher relationship
  • self-other agreement
  • teacher self-efficacy

ASJC Scopus subject areas

  • Education

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