Abstract
The Relationship Between Time Developing as a Leader and School Leaders'Self-Efficacy Moderated by Perceived Supervisory SupportPurpose. The purpose of this study was to examine the relationship between the time K-12 school leaders spend in leadership positions and school leaders' self-efficacy (SLSE) and considering the moderating effect of the availability of perceived supervisory support (PSS) on this relationship.Theoretical Framework. The theoretical framework for this study was efficacy theory and the body of literature on time, leadership, and leadership development. Methodology. The quantitative research design in this study consisted of an exploratory, correlational and nonexperimental research design. The variables measured included time, SLSE, and PSS. An anonymous, online survey was utilized to collect data. The sample comprised individuals from leadership teams at 4 southern California school districts, 12 northern California school districts, and 1 county office of education. Nonprobability, convenience, and purposeful sampling were employed. The sample size included 145 participants.Findings. Analysis of the quantitative data collected in this study supported the notion that there is a relationship between time in a leadership position and SLSE. Overall, PSS did not strengthen the relationship between time and SLSE. About 4 to 5 years seem necessary for K-12 educational leaders to feel confident in their ability to successfully lead in a school leadership position. Conclusions and Recommendations. This study may improve educational organizations' policies with respect to the minimum time needed to positively impact SLSE, including receiving meaningful support during this time.