Shaping success: How instructional leadership influences teaching practices and self-efficacy

Heather  Bianconi; Karen  Larwin

doi:10.59400/fes2379

Shaping success: How instructional leadership influences teaching practices and self-efficacy

Heather Bianconi Beeghly College of Liberal Arts, Social Sciences & Education, Youngstown State University, OH 44514, USA
Karen Larwin Beeghly College of Liberal Arts, Social Sciences & Education, Youngstown State University, OH 44514, USA

Article ID: 2379

DOI: https://doi.org/10.59400/fes2379

Keywords: instructional leadership; teacher self-efficacy; classroom practices; Q-methodology; leadership qualities

Abstract

This study explores teachers’ perceptions of instructional leadership qualities that enhance self-efficacy and classroom practices through Q-methodology, using a snowball sample of state-certified teachers from Pennsylvania and Ohio. Key findings highlight leadership qualities such as positive reinforcement, support, constructive feedback, modeling, trust, autonomy, and collaboration as crucial for teacher growth and instructional effectiveness. Differences in perceptions between elementary and secondary teachers are also examined. The results are organized into five thematic profiles: Sculptors of Curiosity and Creativity, Orchestrators of Harmony and Growth, Champions of Potential and Possibility, Architects of Confidence and Curiosity, and Masterminds of Adaptability and Structure. The study provides valuable insights into leadership traits that foster teacher development and improve classroom outcomes.

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Published

2025-04-03

How to Cite

Bianconi, H., & Larwin, K. (2025). Shaping success: How instructional leadership influences teaching practices and self-efficacy. Forum for Education Studies, 3(2), 2379. https://doi.org/10.59400/fes2379

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