The Impact of Leadership Styles on Teacher Self-Efficacy and Professional Development

Sonia Noor, Muhammad Adnan, Laila Rehman and Abubakar Shafiq
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Sonia Noor: Mphil Scholar, National College of Business Administration & Economics Sub-Campus Multan
Muhammad Adnan: University of the Punjab, Lahore, BS Applied Psychology
Laila Rehman: The Islamia University Bahawalpur
Abubakar Shafiq: Faculty Member, the Pakistan Audit & Accounts Academy, Gulberg-III, Lahore, MA-Economics (IDP), International University of Japan, Minamiuonoma, Niigata, Japan, MBA (Professional), University of South Asia, Lahore, Pakistan

Bulletin of Business and Economics (BBE), 2024, vol. 13, issue 3, 248-255

Abstract: This study investigates the impact of different leadership styles—transformational transactional and laissez-faire—on teacher self-efficacy and professional development. Employing a quantitative cross-sectional survey design, the research analyzes data from 300 primary and secondary school teachers, gathered through structured questionnaires including the Multifactor Leadership Questionnaire (MLQ), Teacher Sense of Efficacy Scale (TSES), and Professional Development Engagement Scale (PDES). The results indicate that transformational leadership significantly enhances teacher self-efficacy (β = 0.40, p

Keywords: Leadership Styles; Teacher Self-Efficacy; Professional Development; Transformational Leadership; Transactional Leadership; Mediation Analysis; Moderation Analysis (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:rfh:bbejor:v:13:y:2024:i:3:p:248-255

DOI: 10.61506/01.00424

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