Examination of the relationship between school principals' self efficacies and adjective based personality traits

School administrators are distinguished by their abilities and opportunities. The problem statement of this thesis revolves around a significant relationship between adjective-based personality traits and the self-efficacy of school principals. This research aims to investigate the level of the relationship between adjective-based personality traits and the self-efficacy of school administrators. This study employed a quantitative methodology and was developed using a relational survey design. In this context, the research group consists of 160 principals and vice principals who served during the 2021-2022 academic year in 63 public schools affiliated with the Ministry of National Education in the Avcılar district of Istanbul. The data collection instruments employed in this study were the Administrator Self-Efficacy Scale (Negiş- Işık & Derinbay, 2015) and the Adjective-Based Personality Test (Bacanlı et al., 2009). The Adjective-Based Personality Test consists of five dimensions, namely Emotional Instability, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness. The tests utilized in this study included Pearson correlation analysis, simple linear regression, and multiple regression analyses. According to the results of the multiple regression analysis conducted to determine the level of administrator self-efficacy using the dimensions of the Adjective-Based Personality Test, these dimensions predicted 35% of the variance in self-efficacy levels. Combining these dimensions with the job-level categorical variable predicted 37% of the variance in administrator self-efficacy levels. Additionally, combining these dimensions with the age categorical variable predicted 37% of the variance in administrator self-efficacy.