This study aims to explore the relationship between principals’ performance on the Pennsylvania Framework for Leadership evaluation tool and the corresponding self-reported degree of self-efficacy and growth mindset.
The data analysis involved linear regression of principal performance on principals’ mindset, moral leadership self-efficacy and instructional self-efficacy scores. Additionally, correlation matrices identified the presence and direction of relationships between self-efficacy levels and the degree of growth mindset reported by principals.
The results demonstrated a positive association between principals’ instructional self-efficacy reports and their overall performance evaluation. Alternatively, both growth mindset and moral leadership self-efficacy evidenced a negative association. There was no association reflected between growth mindset and either the overall self-efficacy measure or the sub-scale self-efficacy measures. A secondary relationship revealed a negative association between school performance profile and growth mindset. This relationship held true in subsequent regression analyses.
The study adds to the limited research available on examining the relationship between principals’ self-efficacy levels and their performance ratings on a common tool.
