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The principal's leadership has a significant impact on students, teachers, and other members of the school community. Thus, an important question is which factors are related to efficacy beliefs of school principals. The purpose of this paper was to review quantitative research on principals' self-efficacy in the domain of instructional leadership. In the SCOPUS and Google Scholar repositories, 26 relevant publications were identified and included in the analysis. The results of the present review indicated that self-efficacy for instructional leadership was typically measured as a unidimensional construct. The most frequently studied outcome of self-efficacy of school principals was the motivation to leave the position. On the other hand, the effects of self-efficacy of school principals on student achievement have rarely been investigated. Recommendations for future research are discussed in the paper. [ABSTRACT FROM AUTHOR]

The present study examined the metric properties of the Delaware School Climate Survey – Student (DSCS-S) using a sample of 1524 Serbian high school students. Of the total number of participants, 764 were male and 760 were female with age ranging from 16 to 20 years (M = 17.67, SD = 0.65). Confirmatory factor analysis (CFA) demonstrated that a seven-factor model of school climate has an adequate fit with the data. Furthermore, measurement invariance of the DSCS-S across gender was supported. Results revealed significant latent mean differences between male and female students on most dimensions of the school climate. Convergent validity of the DSCS-S was established by correlations of its dimensions with students' academic achievement and attachment to school. Taken together, the findings of the present study indicate that the DSCS-S has the potential to be applied in measuring school climate in the Serbian educational context. [ABSTRACT FROM AUTHOR]

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