2024-03-29T12:51:45Z
https://meral.edu.mm/oai
oai:meral.edu.mm:recid/5317
2021-12-13T01:19:09Z
1582963692413:1597762155377
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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