Identifying effective factors in self-efficacy of secondary school principals with a phenomenological approach.

School principals are one of the main and determining factors of the educational system. By examining the factors affecting the self-efficacy of managers, it is possible to provide conditions in which managers strengthen their beliefs by recognizing the factors under discussion. So that they can make correct judgments of their abilities. The aim of this study is to identify the factors affecting the self-efficacy of school principals with a phenomenological approach. The statistical population of the study included experts with writings and research records related to the field of self-efficacy. Purposeful sampling method was used to determine the sample size. The main research tool was semi-structured interviews, after 13 interviews, the data reached theoretical saturation. Data extracted from semi-structured interviews were analyzed using open coding, axial coding and main and secondary themes. The results showed that having sufficient experience and managerial knowledge to have professional competencies promotes self-efficacy. Having personality traits and successful experience is also effective in managers' self-efficacy. Necessary, cumbersome laws and organizational deterrents, directives and weakening of managerial position can be mentioned.