The significant relationship of the school leader’s self-efficacy with school and student performance generally support the research hypotheses of this study. Specific findings prove that self-efficacy concepts are manifested by the principals and school heads in Northern Samar. This development on self-efficacy literature is important as this study described the influence of leadership self-efficacy on the performance of school as well students. Findings further suggest that school heads who feel confident in their ability to lead a school will make repeated efforts towards the success of school and student as well. Leaders with high self-efficacy may motivate themselves and use positive thinking to reframe experiences so they are better equipped to handle organizational challenges. Similarly, school heads who give much effort to accomplish a given tasks and persist in the face of obstacles and failures will most likely lead the school and students to academic success. Lastly, as findings of this study have shown, the principal’s personal beliefs regarding their ability to affect student achievement and his/her determination to pursue this ability even at difficult times may be responsible for the variance in school effectiveness and the overall performance of the students. For this reason, school leaders must possess a strong self-efficacy that will allow them to lead teachers, staff and students to academic gains. School leaders who believe in their personal efficacy and possess strong determination will nurture teachers and students capable of unlimited academic advances. Big things are accomplished by talented people who believe they will accomplish them.
Self- efficiency, performance, and achievements
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