The Interplay of Instructional Leadership and Self-Leadership: A Study on School Leaders' Self-Efficacy
Keywords:
Instructional Leadership, Self-Leadership, Self-Efficacy, Educational LeadershipAbstract
This systematic review investigates the dynamic interplay between instructional leadership, self-leadership, and the self-efficacy of school leaders within the realm of education. Synthesizing existing literature, the study reveals a positive correlation between instructional leadership practices—such as constructive feedback and setting high expectations—and heightened self-efficacy among school leaders. Additionally, it uncovers the synergistic impact of self-leadership on the relationship between instructional leadership and self-efficacy, demonstrating that leaders equipped with self-leadership skills, including emotional regulation and resilience, experience an enhancement in self-efficacy. A distinctive finding emerges in the moderating role of self-leadership during adverse conditions, illustrating that school leaders with robust self-leadership skills demonstrate increased self-efficacy in the face of challenges. The study concludes with a call for comprehensive leadership development programs that integrate instructional and self-leadership components. This holistic approach is deemed crucial for fostering a well-rounded and resilient leadership cadre, capable of navigating the multifaceted challenges inherent in contemporary educational contexts. Overall, the findings contribute nuanced insights to the discourse on effective educational leadership and provide actionable recommendations for leadership development initiatives.
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