The Moderating Role of Teacher Collegiality in the Relationship Between Instructional Leadership and Teacher Self-Efficacy

Shuangye Chen and Jiani Rong

SAGE Open, 2023, vol. 13, issue 4, 21582440231217884

Abstract: This study elucidates the relationship between instructional leadership and teacher self-efficacy by identifying the moderating role of teacher collegiality. Survey data were collected from 1,498 teachers at 53 middle schools in Henan, China. Findings indicate that instructional leadership has a positive impact on teacher self-efficacy. More importantly, teacher collegiality was found to moderate the relationship between principal instructional leadership and teacher self-efficacy. More specifically, when there was a high level of teacher collegiality, instructional leadership positively predicted teacher self-efficacy; however, when there was a low level of teacher collegiality, instructional leadership barely predicted teacher self-efficacy. In addition to elaborating on the relationship between principal instructional leadership and teacher self-efficacy, this study underscores the importance of teacher collegiality in promoting the effectiveness of instructional leadership.

Keywords: instructional leadership; teacher self-efficacy; teacher collegiality; China (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:13:y:2023:i:4:p:21582440231217884

DOI: 10.1177/21582440231217884

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