Teacher sense of self-efficacy Technology leadership Instructional leadership transformational leadership

1. A Title Defense
Advanced Quantitative Research Methods
EDD 604
Bolton – Main Campus
Bolton Street
Corner Bonifacio Street
Davao City 8000
JOSELITO G. LOQUINARIO, EDD
Student
A Model on Teacher’s Self-Efficacy as Influenced by Principal’s Technology Leadership,
Instructional Leadership and Transformational Leadership

2. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Rationale
The most challenging part of Educational administration is about teachers’
self-efficacy. Teachers, as perceived and as expected, are trained to teach with
competence and effect changes and improvements in the learners’ personal and
academic life (Liquido & Mendez, 2018). Bandura defined self-efficacy as the
belief about one's capabilities to organize and execute a certain task (Bandura,
1997). Despite these golden crowns of teachers in the field, principals struggled
to encourage the teacher to do their task.
Teacher’s self-efficacy
Teacher self-efficacy is a construct that was developed within the context
of Bandura’s social cognitive theory. Bandura defined self-efficacy as the belief
about one's capabilities to organize and execute a certain task (Bandura, 1997).
Self-efficacy beliefs influence thought patterns and emotions, which enable or
inhibit actions.

3. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Technology Leadership and Teacher’s self-efficacy
In the study of Farah (2012), several factors influenced teachers 'technology self-
efficacy, including personal, behavioral, and environmental factors. Common
themes emerged that indicates more can be done to foster increased technology
self-efficacy in teachers, which may enhance students 'learning experiences. The
research of Tweed (2013), it reveals that teacherage, years of teaching
experience, teacher gender, and the hours a teacher spent in technology
professional development did not play a significant role in the self-efficacy by
teachers.

4. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
In the study of Melton (2015), he found a positive relationship between
principal self-efficacy and technology. Such relationships were significant for both
males and females. Additionally, when looked at together with self-efficacy, total
years employed as public school principals had a negative relationship with self-
efficacy; total years in education, yielded a positive relationship (Melton,2015).

5. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Instructional Leadership and Teacher’s self-efficacy
According to Pearce (2017) principal’s perceived visibility to be the single
most influential practice of instructional leadership while teachers believed that
principals in support of differentiated instruction were more influential to teacher
efficacy. Principal’s visibility impacts teacher efficacy most while teachers thought
that principals advocating differentiated instruction effectively impacted teacher
efficacy.

6. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Transformational Leadership and Teacher’s self-efficacy
In the study of Rutledge (2010) theorized that transformational leadership and
academic optimism would be positively correlated. Results of correlation testing
indicated that Leithwood’s model of transformational leadership is positively
related to the academic optimism of the school. The results of linear regression
testing showed that each category of Leithwood’s model of transformational
leadership was also positively related to academic optimism.
Also, the study of Nelson (2012) examines the relationship between the six
transformational leadership dimensions and each of the three teachers' sense of
efficacy factors. All correlations indicated a statistical significance but reported
weak relationships between the variables.

7. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Research Objective
The primary goal of this study is to determine the best fit model on
teacher’s self-efficacy as influenced by Principal’s technology leadership,
instructional leadership and transformational leadership. Specifically, the study
aim to find answers on the following objectives:
1. To define the level of principal’s technology leadership in terms of:
1.1. Leadership and vision
1.2. Learning and teaching
1.3. Productivity and professional practice
1.4. Support, management, and operation
1.5. Assessment and Evaluation
1.6. Social, legal, and ethical issues

8. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
2. To determine the level of the principal's instructional leadership in terms of:
2.1. Promote school-wide professional development
2.2. Defines and communicates shared goals
2.3. Monitors and provides feedback on the teaching and learning process
3. To discover the principal’s transformational leadership in terms of:
3.1. Identifying ad articulating a vision
3.2. Providing an appropriate model
3.3. Fostering the acceptance of group goals
3.4. Providing individualized support
3.5. Providing intellectual stimulation
3.6. Holding high performance

9. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
4. To define the significant relationship in terms of:
4.1. Principal’s technology leadership and teacher’s self-efficacy
4.2. Principal’s instructional leadership and teacher’s self-efficacy
4.3. Principal’s transformational leadership and teacher’s self-efficacy
5. To determine the best fit model on teacher’s self-efficacy?

10. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Significance of the Study
This section presents the direct persons that may utilize the worth of this
study. These are the following:
 The Academe
The result of this study will give shed to what leadership style best fit to
teachers’ self-efficacy in term of student engagement, instructional strategies,
and classroom management.

11. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
 The Department of Education
The study will give light to the best leadership style that may influence
teacher’s self-efficacy specifically contributes to the field of leadership and
administration.
 The School heads
The school heads will have a better understanding of what best leadership
style that can suit to different type of teachers.

12. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
 The Teachers
The teachers will have an idea of what factors can best affect their classroom
management, instructional strategies and student engagement. This study helps
them to become the best facilitator of learning inside the classroom environment.
 The Students
When teachers become aware in their teaching efficacy through the feed of
school principal, they become effective teacher inside the classroom. Sheppard
(1996) made it clear in his study that communication of school goals by the
principal has a significant positive relationship with teacher classroom
innovativeness, which can contribute to school improvement.

13. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Conceptual Framework
The model presents in this section simplify the context of teacher’s self-
efficacy as influenced by Principal’s technology leadership, instructional
leadership and transformational leadership.
Model 1
Technology Leadership
Instructional Leadership Teacher’s Self-Efficacy
Transformational Leadership
Figure 1. A model showing the causal relationship of Teacher’s self-efficacy,
Principal’s Technology Leadership, Instructional Leadership and
Transformational Leadership

14. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Model 2
Technology Leadership
Teacher’s Self-Efficacy
Instructional Leadership
Figure 2. A model showing the causal relationship of Teacher’s self-efficacy,
Principal’s Technology Leadership and Instructional Leadership

15. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Model 3
Technology Leadership
Teacher’s Self-Efficacy
Transformational Leadership
Figure 3. A model showing the causal relationship of Teacher’s self-efficacy,
Principal’s Technology Leadership and Transformational Leadership

16. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Model 4
Instructional Leadership
Teacher’s self-efficacy
Transformational Leadership
Figure 4. A model showing the causal relationship of Teacher’s self-efficacy,
Principal’s Instructional Leadership and Transformational Leadership

17. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Population and Sample
This study will be conducted to randomly selected regularly paid
classroom teachers in the CARAGA region. The samples will be classified
according to the nature of their division as rural division type or urban division
type as one of the limitations of this study. The sample population will be
selected from the city school and rural school in CARAGA region with a total of
800 participants of which 400 participants from the urban-type Division and
another 400 participants from the rural type Division.

18. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Table 1. Distribution of the Respondents
Name of Division Estimated Number of Participants
Rural Type Division
Agusan del Norte 67
Agusan del Sur 67
Dinagat Island 67
Siargao Island 67
Surigao del Norte 67
Surigao del Sur 67
Urban Type Division
Bayugan City 67
Bislig City 67
Butuan City 67
Cabadbaran City 67
Surigao City 67
Tandag City 67
Total 804

19. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Data Collection
Proper protocol will be followed by the researcher like writing a letter of
permission to the schools' division superintendent, to the school principals and
district supervisors informing their consent to allow their teacher to become part
of this study. The contextualized research instrument will undergo pilot testing for
a district not covered in the actual study. To establish the reliability of the
questionnaire, the confirmatory analysis test, and Cronbach alpha will be utilized
by the researcher.

20. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Statistical Tools
To analyze the data of this study the following tools will be used.
Mean. This will be used to measure the level of teacher's self-efficacy, level of
Principal’s Technology Leadership, level of Principal’s instructional leadership,
and level of Principal’s Transformational Leadership.
Pearson Product Moment Correlation. This will be utilized to determine the
interrelationships between teacher's self-efficacy, Principal’s Technology
Leadership, Principal’s Instructional Leadership, and Principal’s
Transformational Leadership
Multiple Linear Regression. This is a statistical tool in which a mathematical
model is developed in an attempt to predict a dependent variable by two or more
independent variables or in which at least one predictor is non-linear (Guhao,
2018). It was used to determine the significance of the influence of the three
independent variables on the dependent variable.
Structural Equation Modeling (Maximum Likelihood). This multivariate
technique which combines the aspects of multiple regression (examining
dependence relationships) and factor analysis was utilized to estimate a series of
interrelated dependence relationships simultaneously (Hair et. al, 2010).

21. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604
Ethical Consideration
To safeguard the personal identity of the respondents, this study does not
require the respondents to provide their name, name of their school, name of
her/his principal and the location of their school. The data from this study will be
secured in a memory stick and locked in a secured cabinet.

22. A Model on Teacher’s Self-Efficacy as Influenced by Technology Leadership, Instructional Leadership and Transformational Leadership
Advanced Quantitative Research Methods EDD 604