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ABSTRACT
In recent years, the kindergarten teachers’ role has evolved to assume leadership tasks in addition to the traditional caring and instructional ones. This study examined the contribution of the self-efficacy variables of Israeli kindergarten teachers to predicting their educational leadership efficacy. This empirical study is based on the perceptions of the Israeli kindergarten teachers reporting on their self-efficacy for teaching and management (n = 175). The findings of the SEM model show that the combination of the elements of teacher self-efficacy and managerial efficacy is indeed significant for predicting the teacher’s leadership potential. In other words, self-efficacy in teaching and in managing a facility are essential for predicting educational leadership efficacy. The research model is constructed in a graded fashion, so that systematic paths of action can be derived from it for training the kindergarten teachers and developing them professionally.
Disclosure statement
No potential conflict of interest was reported by the authors.