Self-efficacy is a perceived judgment that one has the ability to execute a course of action that brings about a desired result. While a growing body of research demonstrates the importance of self-efficacy by school leaders, little is known about the different sources of principals’ self-efficacy. This qualitative study investigates the relevance of Bandura’s sources of self-efficacy and on potential additional sources. The analysis is based on semi-structured interviews with 23 primary school principals in Flanders (Belgium). The results reveal that mastery experiences prove to be the most powerful source of principal self-efficacy although they are mainly small successes and do not refer to extraordinary achievements or excellent results. This study also emphasizes the importance of verbal or social persuasion and gaining knowledge. Suggestions for further research, limitations and implications of this study are discussed.

自我效能感是一种判断，即人们有能力执行能带来预期结果的一系列行动。尽管越来越多的研究表明学校领导者自我效能的重要性，但对校长自我效能的不同来源知之甚少。这项定性研究调查了班杜拉自我效能感来源和其他潜在来源的相关性。该分析基于对法兰德斯（比利时）的23名小学校长的半结构化访谈。结果表明，精通经验被证明是主要自我效能感的最强大来源，尽管它们主要是小小的成功，而不是指非凡的成就或优异的成绩。这项研究还强调了口头或社会说服力和获得知识的重要性。