The relationship between educational leadership and teacher self-efficacy with professional development primary school teachers in district 2 of Ardabil.

The purpose of this study is to investigate the relationship between educational leadership and teacher self-efficacy with the professional development of primary school teachers in District 2 of Ardabil. The statistical population consists of 1260 primary school teachers in District 2 of Ardabil. To determine the sample size based on Morgan table, a sample of 374, male 104 and female 270 were selected using cluster sampling method. Because there is a possibility of dropping the questionnaire, the number of samples was deliberately considered more. The research method is descriptive-correlational. To analyze the data from descriptive, mean and standard and statistical methods, T-Tech Samples, Pearson correlation and multivariate regression were used. To collect data from the educational leadership questionnaire, the standard questionnaire of Asghari et al., 2016 and the self-efficacy questionnaire of Scherer et al., 1982, the professional development questionnaire of Shah Pasand et al. Teachers were used. The validity of the questionnaires was confirmed by professors and experts. The reliability of the questionnaires using Cronbach's alpha coefficient for educational leadership was 0.92 and for the self-efficacy questionnaire was 0.78. Also for professional development 0/97 Was obtained. The results show that there is a significant relationship between educational leadership and self- efficacy with professional development. And the average scores of educational leadership, self-efficacy and professional development are higher than the average. The observed p level is significant in all variabels and the results show that educational leadership with the highest impact and self- efficacywith the lowest impact predicts professional development.