Self-Efficacy and Innovation Leadership in the Wartime: Education Leaders of Ukraine

The aim of this study was to determine the level of self-efficacy and readiness to introduce innovations among secondary school leaders before and during the war, as well as to identify correlations between these factors. The following tools were used to collect and process statistical data: observations, survey and interview results, the “Self-Efficacy Scale” by Schwarzer, and the author’s questionnaire, created in accordance with Rogers's theory of the “Diffusion of Innovations”. The interaction between the self-efficacy of secondary school leaders and their readiness to implement innovations during wartime was found to be complex and dynamic, and their mutual influence was confirmed using theoretical models and quantitative analysis methods. The results of the study in the context of the war showed that this was a new and challenging experience directly related to military issues, requiring educational managers to make managerial decisions under crisis conditions. The innovative readiness of educational leaders was associated not only with their self-efficacy but also with other psychological characteristics, such as personality traits, professional motivation, and the ability to lead in situations of increased risk and global uncertainty. Overall, the indicators demonstrated an inverted U-shaped pattern: growth was observed at the beginning of the war (autumn 2022) compared with the pre-war period in 2020, followed by a decline by the end of 2023. This situation is a prerequisite for the development of an effective crisis management program.