The Unwavering Power of Self-Efficacy in Education

In our pursuit of improving student learning, we often focus on curriculum, technology, and pedagogy. While these are all critical components, we sometimes overlook one of the most powerful drivers of success in our schools: self-efficacy. It is that unwavering belief in our own ability to make a difference, to overcome challenges, and to ultimately impact student achievement. This is not just a feel-good concept; it is a research-backed imperative for every teacher and leader who is serious about creating a thriving learning culture. You can listen to more about this on my podcast Unpacking the Backpack. 

Self-efficacy, as defined by Albert Bandura, is the belief in one's capabilities to organize and execute the courses of action required to produce given attainments. For educators, this translates to a deep-seated confidence in their ability to positively influence student outcomes. Research has consistently shown a strong correlation between teacher self-efficacy and student achievement. Teachers with a high sense of efficacy are more likely to try new instructional strategies, persist in the face of setbacks, and create a positive and engaging classroom environment (Jerrim & Tars, 2025).

But where does this powerful belief come from? It is not something we are born with; it is cultivated through experience, observation, and feedback. This is where the role of leadership becomes paramount. School leaders who actively develop a culture of trust, collaboration, and support can significantly impact teacher self-efficacy. When teachers feel that their leaders believe in them, they are more likely to believe in themselves. This is not just about providing resources; it is about creating a school climate where teachers feel empowered to take risks, to innovate, and to grow professionally (Liu & Hallinger, 2018).

Transformational leadership, in particular, has been shown to have a profound impact on teacher self-efficacy and, in turn, on their innovative behavior in the classroom (Zainal & Matore, 2021). When leaders inspire a shared vision, provide individualized support, and intellectually stimulate their staff, they create the conditions for self-efficacy to flourish. This is not about top-down mandates; it is about a collaborative partnership where leaders and teachers work together to achieve common goals. The research is clear: leadership behaviors have a statistically significant relationship with teachers' efficacy (Winn et al., 2021).

The concept of self-efficacy extends beyond the classroom to the leaders themselves. Leaders with a strong sense of self-efficacy are more likely to be effective in their roles, to inspire confidence in their staff, and to create a positive school culture (Paglis, 2010). They are the pedagogical leaders who are not afraid to roll up their sleeves, to be visible in classrooms, and to model the very behaviors they expect from their teachers. They understand that their own belief in their ability to lead is contagious and sets the tone for the entire school community.

So, how can we cultivate this essential quality in ourselves and in others? It starts with a commitment to continuous learning and professional growth. It involves seeking out opportunities to collaborate with colleagues, to observe best practices, and to receive constructive feedback. It means celebrating successes, learning from failures, and always maintaining a growth mindset. As leaders, it means creating a culture where it is safe to be vulnerable, to ask for help, and to take on new challenges. Below are some reflective questions to consider:

1. How does my personal belief in my ability to influence student outcomes change the way I respond to instructional challenges or setbacks? 
2. What specific actions am I taking to foster a culture of trust and collaboration that empowers my colleagues to take risks in their teaching? 
3. In what ways am I modeling a commitment to continuous professional growth and vulnerability to show others that learning is a lifelong process? 
4. How do our current professional learning and feedback structures prioritize the celebration of success and the mastery of new skills to increase our shared sense of capability? 

In the end, self-efficacy is the bedrock of effective teaching and leadership. It is the quiet confidence that allows us to navigate the complexities of our profession with grace and determination. It is the unwavering belief that we can, and will, make a difference in the lives of our students. Let us all commit to nurturing this powerful force within ourselves and within our schools. Our students deserve nothing less.

Jerrim, J., & Tars, E. (2025). Teacher self-efficacy, instructional practice, and student outcomes: Evidence from the TALIS Video Study. American Educational Research Journal, 62(2). 

Liu, S., & Hallinger, P. (2018 ). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501–528. 

Paglis, L. L. (2010 ). Leadership self-efficacy: Research findings and practical applications. Journal of Management Development, 29(9), 771–782. 

Winn, C. S., Cothern, T. L., Lastrapes, R., & Orange, A. (2021 ). Teacher self-efficacy and principal leadership behaviors. ICPEL Education Leadership Review, 22(1), 17–26.

Zainal, M. A., & Matore, M. E. E. M. (2021). The influence of teachers' self-efficacy and school leaders' transformational leadership practices on teachers' innovative behaviour. International Journal of Environmental Research and Public Health, 18(12), 6423. 

Building Trust: Five Research-Backed Strategies for Meaningful Relationships

 "Trust isn't built through grand gestures—it's earned in the quiet moments where consistency, honesty, and empathy align."

Writer’s block is real, especially if you have been blogging for as long as I have (15 years).  Going back and reflecting on past posts through my podcast has enabled me to explore new angles on, in my mind, very important topics and concepts.  Recently, on Unpacking the Backpack, I discussed research-based ways to build trust after revisiting a blog post I wrote in 2021. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic, including additional research.

Trust is the foundation of all meaningful relationships, whether in education, leadership, or personal interactions. Building trust involves intentional practices supported by research to create reliability, openness, and mutual respect. Here are five research-backed strategies to effectively build and sustain trust:

Demonstrate Consistency and Reliability 

Trust develops when actions align consistently with words and commitments. According to Mayer, Davis, and Schoorman (1995), perceived reliability significantly enhances trust in leadership contexts, influencing the quality of relationships and organizational outcomes.

Promote Transparency and Open Communication 

Transparent and honest communication fosters trust by reducing uncertainty. Research by Tschannen-Moran and Hoy (2000) emphasizes that openness and vulnerability in interactions create an environment where trust can flourish, significantly impacting school leadership effectiveness and educator satisfaction.

Show Empathy and Emotional Intelligence 

Trust strengthens when individuals demonstrate empathy and understanding of others' perspectives and emotions. Mayer, Caruso, and Salovey (2016) found that leaders with higher emotional intelligence are more adept at building trust, as they effectively manage emotions to foster genuine connections and a supportive atmosphere.

Cultivate Authenticity 

Authenticity involves being genuine and true to one's values, promoting trust through predictability and sincerity. Walumbwa, Avolio, Gardner, Wernsing, and Peterson (2008) illustrated that authentic leadership positively correlates with trust in leaders, leading to improved organizational commitment and performance.

Encourage Mutual Respect and Shared Decision-Making 

Trust is deepened when individuals feel valued and included in decision-making processes. Bryk and Schneider (2003) highlighted how relational trust within educational institutions is significantly enhanced through inclusive leadership practices that emphasize respect and collaborative decision-making.

By intentionally integrating these research-based strategies, individuals and leaders can cultivate stronger, trust-driven relationships that positively impact their organizations and personal interactions.

Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40–45.

Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290–300. 

Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An integrative model of organizational trust. Academy of Management Review, 20(3), 709–734. 

Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547–593. 

Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S., & Peterson, S. J. (2008). Authentic leadership: Development and validation of a theory-based measure. Journal of Management, 34(1), 89–126. 

The Significance of Trust

“The glue that holds all relationships together — including the relationship between the leader and the led — is trust, and trust is based on integrity.” ~ Brian Tracy

Success in life hinges upon the ability to build and sustain relationships with others. This fact allies to both our personal and professional lives.  Many elements combine to form a relationship, but there is one specific facet that is more important than others.  Trust is the bedrock of any relationship.  Without it the chances are pretty good that the relationship will not withstand the test of time. In our personal lives trust is built over time through a combination of behaviors such as honesty, integrity, dependability, communication, and empathy.  It is something that is earned and as such, time must be spent to build it. When in place, a relationship thrives in a mutually beneficial way.  

With all the time and energy that goes into building a relationship it can be undone in an instant. Trust can be lost through acts of secrecy, dishonesty, ego, and selfishness. There is no balance here. Trust must be earned and nurtured over time. Marriage is a great personal example where trust helps to build a bond prior to tying the knot.  Leading up to the proposal is a time period where two people work to build trust and eventually determine whether or not they love one another.  I think it goes without saying that you can’t love a person who you don’t trust. Sure, trust in one another can be tested during the course of any relationship, but without trust the relationships cease to exist.

Image credit: http://www.euroscientist.com/

Trust is just as important in the professional world as it is in our personal lives. Without it nothing of substance will ever materialize. Research validates this statement. I recently read an article titled The Neuroscience of Trust by Paul Zak.  Below is a key finding from his research.

Compared with people at low-trust companies, people at high-trust companies report: 74% less stress, 106% more energy at work, 50% higher productivity, 13% fewer sick days, 76% more engagement, 29% more satisfaction with their lives, 40% less burnout.

Wow!  The results above speak for themselves.  As leaders we need to critically reflect on how we not only improve, but also develop trust in and with the people with whom we work.  Before I expand on a list of strategies that can assist in developing trust and building relationships I want to definitively state the one behavior that unequivocally creates a culture devoid of trust….micromanagement.  Leaders who micromanage don’t build up the others around them. Instead they miss a golden opportunity to empower others to unleash their hidden talents and become leaders themselves. Controlling everything and the continuous scrutiny of the actions of others destroys morale while undermining a key principle that it takes a village to raise a child. In the case of education, it takes the actions of the collective, rooted in trust, agency, and empowerment to achieve sustainable results.

A culture of trust will never be established if micromanagers abuse their power. Below are some quick strategies to build trust in any culture:

• Delegate tasks to build capacity in others. 
• Use a process of consensus for major initiatives and changes. All stakeholders, including students, yearn to have a stake in culture changing decisions that impact them. 
• Develop pathways to improve student agency to build a greater sense of trust among learners, but also focus on educator agency.
• During meetings and conversations be present both physically and mentally. Listen intently and act to illustrate that the ideas of others are valued.
• No matter what it takes, try to find practical solutions to give people you work with the most precious resource of all – time. When doing so remove the fear of failure. As principal I created the Professional Growth Period (PGP), which was our take on genius for staff. 
• Guide people through conversations on the “what ifs” instead of spending precious time on the “yeah buts”. Thinking big and allowing others to actively pursue and implement innovative ideas show others that you truly believe in their work. This is how we can being to transform leadership.
• Use observation and evaluation protocols as a means for growth and improvement, not as an “I gotcha”. Engage others in reflective dialogue around professional practice, afford the opportunity to align evidence to support any written narrative, and provide additional points of contact if someone has a bad day when being observed/evaluated. Use walk-throughs to provide targeted feedback to prepare educators for more formal evaluations.  Return on Instruction (ROI) matters.
• Keep your word.
• Don’t ask others to do what you are not willing to do yourself.
• Avoid self-promotion. Instead work tirelessly to openly commend and build up the work of others.

If you tend to micromanage, stop now. Think about your actions and how they might be negatively impacting the people you work with.  If you are not a micromanager, reflect on how you can utilize some of the strategies above to build better relationships through trust.  What else would you add to the list above?