This three-year mixed-method study examined levels of self-efficacy and leadership values held for 32 women before and after participating in graduate coursework specifically focused on women’s leadership issues. A 21-item, 5-dimension self-efficacy scale adapted for leadership from the work of Albert Bandura was used in addition to open-ended questions focused on leadership values and obstacles. Self-efficacy levels increased in each dimension, most notably in Encouraging a Productive Work Ethic and Creating a Positive Work Climate. Shifts occurred in the nature of values identified for effective leadership in terms of more traditional and outwardly-visible attributes to more postmodern and inwardly-experienced attributes. The nature of obstacles that participants identified as preventing them from being more effective leaders also revealed shifts from self-critical behaviors to proactive behaviors
Teacher self-efficacy (SLSEQ-TV), student self-efficacy (SLSEQ) and their relationship to student ability was examined. The participants (students, n= 122 ; teachers, n = 6) completed the Woodcock-Johnson Tests of Achievement - III and a series of questionnaires. The teachers' perceptions of the students' self-efficacy was significantly correlated with the students' abilities. However, SLSEQ was not correlated with their performance and the SLSEQ-TV was the same as the SLSEQ and there was no correlation between the two variables. Finally, the SLSEQ-TV was significantly correlated with their perception of the students' self-efficacy, but was not significantly correlated with SLSEQ and the students' abilities. Keywords: self-efficacy, reading, writing, elementary
Berzelius failed to make use of Faraday's electrochemical laws in his laborious determination of equivalent weights.