This presentation explores how K–12 school leaders in Alabama’s Black Belt region demonstrate self-efficacy and moral leadership amid the unique challenges of high-poverty and rural educational climates. Grounded in the Tschannen-Moran and Gareis (2004) Principal Self-Efficacy Scale, this study analyzed data from 74 principals across 18 districts to examine how beliefs in one’s ability to lead influence instructional quality, teacher motivation, and community engagement. Findings reveal that principals with strong self-efficacy—particularly those serving in rural, economically disadvantaged schools—approach leadership as a transformative act of hope and equity. They view their roles not merely as administrative, but as deeply human and justice-oriented, grounded in faith, cultural responsiveness, and the moral imperative to empower students and communities. This session connects these findings to IAFOR’s themes of Leadership, Humanity and Human Intelligence, and Global Citizenship and Education for Peace, offering practical insights on sustaining principal resilience, cultivating leadership capacity in low-resource settings, and leveraging self-efficacy to drive systemic change in pursuit of equitable and empowering education for all.

Authors:
Paulette Patrice Robinson, Alabama State University, United States

About the Presenter(s)
Dr. Paulette Patrice Robinson, school leader, is passionate about educational equity, culturally responsive leadership, and policy reform that ensures all students—especially in under-resourced communities—have access to quality

Connect on Linkedin
https://www.linkedin.com/in/pprobinson/

See this presentation on the full schedule – Saturday Schedule

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