Abstract:

In this study, it was aimed to determine the relationship between school administrators’ motivational language and teacher self-efficacy. Survey-based relational design was used. The research sample consists of 321 teachers in 26 schools that were selected randomly from the middle schools affiliated to the Ministry of National Education at Hatay’s city center in 2017-2018 academic year. Data analyses were performed with the program of SPSS. Data were collected by “Motivational Language Scale” and “Teacher Self-Efficacy Scale”. According to the study findings, motivational language used by school administrators positively and significiantly predicts teacher self-efficacy. While empathetic sub-scale and sub-dimension of motivational language significantly predict teacher self-efficacy, directing-giving and meaning-making do not predict. It may be beneficial for school managers to invest in developing and strengthening motivational language in order to enhance teacher self–efficacy.   

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