Self-efficacy of school principals for effective school functioning during the COVID-19 crisis

Abstract

Purpose

The current study seeks first to examine the prediction of school functioning in crises during the COVID-19 pandemic by school principals’ self-efficacy; second, to explore the differences in all dimensions of self-efficacy and school functioning during crises in Arab and Jewish schools in Israel and third, to determine which of school principals’ self-efficacy dimensions best predicted school functioning during the COVID-19 crisis.

Design/methodology/approach

Data were aggregated at the school level for structural equation modeling (SEM) analysis using AMOS analysis of 103 middle schools across Israel, 53 from Jewish and 50 from Arab society. Participants included 103 school principals (who answered the school principals’ self-efficacy questionnaire) and 1,031 teachers who answered the school functioning during crises questionnaire (477 Jewish teachers and 554 Arab teachers).

Findings

The findings showed that the principals’ self-efficacy positively predicted school functioning during the crisis. Among the five self-efficacy dimensions (general management efficacy, leadership efficacy, human relations efficacy, efficacy in managing external relations and pedagogical management efficacy), significant differences were found only in “external relations efficacy,” which was higher for “Arab” school principals; the only dimension that predicted school functioning during crises in both societies was “human relations efficacy.”

Originality/value

The current results emphasize the importance of principals’ self-efficacy in general and specifically caring leadership practices “human relations efficacy” in their relations with the school staff, the students and the parents for effective school coping and functioning during crises in two societies in Israel: Arab and Jewish. Further, no previous studies have explored this correlation.