2026-04-16T22:34:39Z https://meral.edu.mm/oai

oai:meral.edu.mm:recid/5317 2021-12-13T01:19:09Z 1582963692413:1597762155377 user-suoe

Relationship between Principals' Supervisory Behaviours and Teachers' Efficacy Saw Sandar Win Htut Cho Yi Mon This paper concerns about the relationship between principals’ supervisory behaviours and teachers’ efficacy. In this study, two instruments were used: Supervisory Behaviors Survey developed by Bulach, Boothe and Pickett (1999) to measure principals’ supervisory behaviours and Teachers’ Sense of Efficacy Scale developed by Tschannen-Moran and Woolfolk-Hoy (2001) to measure teachers’ efficacy. Mixed-methods study was used for this study. The sample was chosen 238 teachers from seven selected Basic Education High Schools by using purposive sampling method. After collecting the data, descriptive statistics such as means, independent samples t-test, one-way analysis of variance (ANOVA), and Pearson product-moment correlation coefficient were calculated by using SPSS. Based on the research findings, there were significant differences in perception of teachers on their principals’ supervisory behaviours with respect to their gender, age, positions and teaching experiences but there was no significant difference in principal’s supervisory behavior according to academic qualifications of the teachers. Teachers had high levels in three dimensions of efficacy and it was found that there was no significant difference in teachers’ efficacy with respect to their gender, age, academic qualifications, positions and teaching experiences. Finally, principal supervisory behaviours was positively and moderately correlated with teacher efficacy (r=0.441, p<0.01). Based on the findings, this study suggested that if the supervisory behaviours of principals were good, teachers' efficacy would improve in their teaching efficacy. 2020-07-01 http://hdl.handle.net/20.500.12678/0000005317 https://meral.edu.mm/records/5317