Date of Award

Fall 12-1-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Ryan Donlan

Second Advisor

Steve Gruenert

Third Advisor

Tonya Balch

Abstract

The purpose of this study was to identify the contextual influences contributing to principals’ sense of self-efficacy. This research study addressed the research questions, "What contextual conditions currently influence principal self-efficacy?” and “Do contemporary challenges impact principal self-efficacy?” The themes that emerged from the research could help stakeholders such as school districts, policymakers, and principal preparation programs create programs, policies, resources, and support to enhance the development of principal self-efficacy. The study participants were all current public-school principals with five or more years of experience as a principal. The study participants served in school districts across the United States, with the majority currently serving in various states in the Midwest. They also served different grade spans: elementary, intermediate, and high school. Each study participant participated in an individual semi-structured interview. The researcher conducted interviews to gain deeper understanding of the contextual conditions influencing principal self-efficacy and the impact of contemporary challenges on principal self-efficacy. The researcher transcribed from the interviews analyzed the data to search for patterns and generate emerging themes. The themes identified through the research helped to provide an understanding of the phenomenon that occurs when contextual conditions influence a principal’s sense of self-efficacy in the role. As a result of the data analysis, four overarching themes emerged; a) leadership connectivity, b) leadership development through work experience, c) internal motivation and self-perception, and d) balancing stakeholder demands. The study participants recalled stories of how each of the emerging themes has influenced their leadership and confidence in their ability to do their jobs. At the conclusion of the study, implications are provided, suggesting actions that key stakeholders can implement to help support the development of principal self-efficacy.

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