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Guided by Bandura’s Social Cognitive Theory, results show stronger correlations for outcome expectation versus self-efficacy, and regression indicates outcome expectation predicts actual academic outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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variables does the study measure regarding school leadership and student outcomes?","Question",{"text":63,"@type":64},"The study measures principals’ self-efficacy beliefs (instructional, moral, and management leadership), principals’ expected outcomes for student achievement, and actual school academic outcomes, along with personal and school demographics.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which factor shows a stronger relationship with actual academic outcomes?",{"text":68,"@type":64},"Higher significant correlations appear between principal outcome expectation and actual school academic outcome, compared with self-efficacy expectation and actual academic outcome.",{"name":70,"@type":61,"acceptedAnswer":71},"How do the regression results explain prediction of student academic outcomes?",{"text":72,"@type":64},"Regression analysis shows that, unlike self-efficacy expectation, outcome expectation predicts actual school academic 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\nBy Paul Schrik􀀍 & Teresa Akinyi Wasonga†  \nThis quantitative study investigated the relationships among elementary school principals’efficacy beliefs (Instructional, Moral, and Management Leadership), principals’ goal expectations for student achievement (expected outcome), and their impacts on actual student achievement. Two hundred and fifty elementary school principals completed an electronic survey seeking information on their self-efficacy, school outcome expectation, actual school outcome, and personal and school demographics. Bandura’s Social Cognitive Theory guided the study. Findings show higher significant correlations between principal outcome expectation and actual school academic outcome compared to selfefficacy expectation and actual school academic outcome. Regression analysis revealed that unlike self-efficacy expectation, outcome expectation predicted actual school academic outcome.  \nKeywords: efficacy expectation, outcome expectation, elementary school principals, school academic outcome, school demographics  \nIntroduction  \nUnprecedented legislative mandates requiring the evaluation of principals’work to include the academic outcome of their students is growing even though research has found that the relationship between the principals’ work and student achievement is at best indirect (Ingersoll, Sirinides, & Dougherty, 2018; Gilmore, 2009; Grissom & Loeb, 2009). According to Krzemienski (2012), principals are working more, but more of their time is directed towards competing demands that are not directly concerned with student achievement. In addition, they feel less appreciated even though they are considered exclusively accountable for the success/failure of their schools. To quote Troutman (2012), \"School principals are under extreme pressure to ensure that their schools are experiencing academic success\" (pp. 5-6) without regard for their circumstances or contexts. Goldring, et. al. (2009) summarized the complexity of the role of the school principal in these words:  \n\"high academic standards and systemic performance accountability are critical components of school leadership. Increasingly, principals are being asked to ensure that individual, team, and school goals exist for rigorous student academic and social learning by aligning school activities with local, state,  \n􀀍 Superintendent, Rockdale Elementary School District 84 , USA.  \n†Professor, Northern Illinois University, USA.  \n[https://doi.org/10.30958/aje.6-4-3](https://doi.org/10.30958/aje.6-4-3) doi=10.30958/aje.6-4-3  \nand federal standards. Furthermore, leaders must hold themselves and others responsible for realizing high standards of student performance\" (p. 35)  \nThese conditions of work would challenge the strength of any one’s beliefs in their ability to run a school successfully, especially when student academic outcomes majorly define success and principals do not work directly with children. And even though recent school reforms have focused on expanding teachers’ roles in decision-making and research has found benefits in collective and shared decision-making process; leaders are especially key to the success of this process, specifically in providing leadership that actively involves all stakeholders (Ingersoll, Sirinides, & Dougherty, 2018) .  \nOther research finds that despite limited control over many aspects of schooling including student demographics; studies on school effectiveness, school climate, and student achievement, \"reveal one commonality, the fact that good happenings in schools depend to a great extent on the quality of school leadership\"(Norton, 2002, p. 50) including self-efficacy and outcome expectation (Bandura, 2006). These reasonings have contributed to increased school reform legislation that have focused on effectiveness of school principal leadership, specifically in relation to student achievement and schoo","cbCaisM6sMbUZoG2","https://ap.wps.com/l/cbCaisM6sMbUZoG2","pdf",540208,16,"English","# Introduction\n## Legislative demands and accountability pressures\n## Links between leadership, self-efficacy, and outcome expectation","[{\"question\":\"What variables does the study measure regarding school leadership and student outcomes?\",\"answer\":\"The study measures principals’ self-efficacy beliefs (instructional, moral, and management leadership), principals’ expected outcomes for student achievement, and actual school academic outcomes, along with personal and school demographics.\"},{\"question\":\"Which factor shows a stronger relationship with actual academic outcomes?\",\"answer\":\"Higher significant correlations appear between principal outcome expectation and actual school academic outcome, compared with self-efficacy expectation and actual academic outcome.\"},{\"question\":\"How do the regression results explain prediction of student academic outcomes?\",\"answer\":\"Regression analysis shows that, unlike self-efficacy expectation, outcome expectation predicts actual school academic outcome.\"}]","The Role of a School Leader in Academic Outcomes - Between Self-efficacy and Outcome Expectations | PDF",1792075396]