Determining the Conversational Leadership of School Heads and Teacher Sense of Self-Efficacy

The main objective of the study was to determine which domains of conversational leadership of
school heads significantly influenced teacher self-efficacy. Quantitative non-experimental research
design was used in this study following the correlational techniques to randomly selected 1,210 public
school teachers in Davao Region, Philippines in school year 2015-2016. Research findings showed
that school heads as perceived by their teachers have very high level of conversational leadership
and teachers have very high level of self-efficacy. Furthermore, results revealed that conversational
leadership of school heads and teacher self-efficacy were significantly correlated with each other.
Among the six domains of conversational leadership, four domains gave significant influences on
teacher efficacy, namely: Fostering innovative and capacity development; Exploring critical issues and
questions; Guiding collective intelligence toward effective action; and Fostering innovative and
capacity development.