ABSTRACT
Chapter 3 examines the notion of self-efficacy as it relates to pedagogic leadership and the teaching enterprise. The authors maintain that efficacy is an essential factor that underwrites successful and sustainable pedagogic change in schools. This is because there is a consistent identifiable relationship between a leader’s self-efficacy beliefs, their performance of tasks and their overall predisposition towards change and pedagogically efficacious teachers. The constant companions of self-efficacy are courage and sensible, calculated risk-taking.
The significant arguments outlined by the authors in this chapter are that leaders who have a strong belief in their capabilities to initiate and lead change think, feel and behave differently from those who harbour doubts about their capabilities. This is particularly evident when the relationship between leadership and teacher pedagogic efficacy is explored.
Also discussed in this chapter is the impact of teacher efficacy on student learning outcomes and further, on a teacher’s attitude and willingness to engage with change processes proposed.
The authors conclude the chapter by acknowledging that a school leader being actively involved in a process as complex as pedagogic renewal can be both daunting and at times isolating. However, engaging a path to school renewal can be both exciting and fulfilling for a school leader.
