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Self-Efficacy and Mentoring Experiences Among Administrators of Deaf Schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Self-Efficacy and Mentoring Experiences Among Administrators of Deaf Schools./
作者:	Givens, Heidi.
面頁冊數:	1 online resource (167 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
Contained By:	Dissertations Abstracts International84-07A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30245353click for full text (PQDT)
ISBN:	9798368420219

Self-Efficacy and Mentoring Experiences Among Administrators of Deaf Schools.
Givens, Heidi.

Self-Efficacy and Mentoring Experiences Among Administrators of Deaf Schools. - 1 online resource (167 pages)

Source: Dissertations Abstracts International, Volume: 84-07, Section: A.

Thesis (Ed.D.)--University of the Cumberlands, 2022.

Includes bibliographical references

Belief in one's ability to lead a school successfully is essential for deaf educational leaders. Positive mentoring relationships can strengthen an administrator's ability to lead effectively. This study examined the self-efficacy and mentoring experiences of administrators at residential and day deaf schools throughout the United States. Participants responded to demographic questions and two Likert-scale instruments via an online survey: the Principal Sense of Efficacy Scale (Tschannen-Moran & Gareis, 2004) and the Mentorship Effectiveness Scale (Berk et al., 2005). A current demographic profile of instructional leaders of deaf schools was created. Analysis of variances and t-tests yielded no statistically significant differences in administrator self-efficacy based on gender, race/ethnicity, hearing status, and highest degree earned. The analysis did find significant differences in age and years of experience. Additionally, no significant difference was found in mentoring experiences based on gender, race/ethnicity, hearing status, years of experience, and highest degree earned. However, age did impact mentoring experience. Further, having a mentor did not statistically impact an administrator's self-efficacy. Finally, administrators having the same hearing status as their mentors affected the mentoring experience of administrator self-efficacy. When centered on a Deaf Gain framework, these findings demonstrate that deaf administrators hold the same confidence in their abilities to lead a deaf school as their hearing colleagues. The information provided by this study, in addition to the supplementary findings, extends the sparse literature on deaf school administrators and lays the foundation for future research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798368420219Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

AdministrationIndex Terms--Genre/Form:

542853
Electronic books.

Self-Efficacy and Mentoring Experiences Among Administrators of Deaf Schools.
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