NAVIGATING MANAGERIAL CHALLENGES: THE ROLE OF SELF-EFFICACY, SCHOOL CULTURE, AND KNOWLEDGE SHARING IN SHAPING PRINCIPALS’ COMPETENCE

Abstract

In an era of rapid educational reform, school principals face unprecedented managerial challenges that test their professional competence. While technical skills are vital, the interplay
between psychological factors like self-efficacy and environmental factors such as school culture remains critical. Understanding how these elements facilitated by the flow of knowledge impact leadership quality is essential for sustainable school improvement. This study aims to analyze the direct and indirect effects of self-efficacy and school culture on principals’ competence, with knowledge sharing acting as an intervening variable. The study employed a quantitative approach with Path Analysis to test the hypothesized causal relationships. Data were gathered from 110 school principals using Likert-scale questionnaires that underwent rigorous validity and reliability testing. The path model was analyzed to determine the path coefficients and the significance of the mediation effect, providing a clear map of how internal and external factors contribute to competence. The results of the path analysis reveal that both self-efficacy and school culture have a significant positive direct effect on principals’ competence. Furthermore, the analysis confirms that knowledge sharing serves as a vital mediating variable; a healthy school culture significantly boosts knowledge-sharing behavior, which in turn enhances the principal's managerial mastery. The total effect of the integrated model suggests that environmental synergy is just as crucial as individual confidence. The findings underscore that principals’ competence is not a standalone trait but a result of a causal chain involving personal belief systems and a collaborative atmosphere. To navigate managerial challenges effectively, educational institutions must foster a culture that rewards information exchange and provides mastery experiences to bolster principals' self-efficacy.