Date of Award

11-2020

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Administration and Supervision

First Advisor

Dr. Kay A. Keiser

Second Advisor

Dr. Elliot Ostler

Third Advisor

Dr. Jeanne Surface

Abstract

Quality induction programming for novice principals should promote experiences that build self-efficacy (Tschannen-Moran & Gareis, 2007). Critical induction experiences are necessary to prepare school leaders for the increasing demands of the role. In the ever-changing world of public education, the importance of high-impact experiences for new principals has never been more critical than it is today.

The purpose of this qualitative study is to explore the experiences that develop feelings of self-efficacy in novice elementary principals. A descriptive approach was used to examine the perspectives of seven practicing elementary principals at various stages of their careers. Results from the study suggest feelings of self-efficacy increased when study participants described experiences related to four themes: Collective Teacher Efficacy, Positive School Culture, Supportive Relationships, and Emotional Self-Awareness.

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