Exploration of Transformational Leadership and Teacher Self-Efficacy in Integrated Arts Schools

The purpose of this qualitative case study was to explore how the transformational leadership of the principal supported and influenced teacher self-efficacy in integrated arts programs. Ten participants shared their perceptions of teacher self-efficacy based on Bandura's four sources of self-efficacy when working in a classroom without integration, when beginning work with integrated instruction, and using arts for integration after receiving sources of support from their principal. Participants also shared their perceptions of the transformational leadership of their principal based on the Bass and Avolio transformational leadership model. Findings derived from questionnaires, interviews, and observations revealed that there were differences in teacher self-efficacy in these teaching environments and the transformational leadership of both principals was significant in developing self-efficacy pertaining to using arts for integration. The findings revealed that both principals used Idealized Influence to instill good feelings in others and to build faith and trust. Inspirational Motivation was used by communicating goals and articulating a clear vision. The principals used Intellectual Stimulation by being creative in problem-solving and used Individual Consideration by focusing on professional development and collaboration. The findings suggest that principals who evaluate teacher self-efficacy in integrated arts programs and support the teachers using transformational leadership will develop the knowledge and confidence of teachers necessary for increased success of their program.;Keywords: arts integration, Bandura's four sources of self-efficacy, Bass and Avolio transformational leadership model, teacher self-efficacy, transformational leadership.