The Moderating Effect of Teacher Collegiality on Relationship of Instructional Leadership and Teacher Self-Efficacy

• In Event: Underexplored Facets of Educational Leadership: Emotion, Roles, Crisis, and Time

Abstract

An increasing number of studies have examined whether and how principal instructional leadership influences teacher attitudes. However, the impact of principal instructional leadership on teacher collegiality and self-efficacy has not been explored simultaneously. The study investigated a moderation model of principal instructional leadership and teacher self-efficacy. Survey data were collected from 1498 teachers and 53 principals in 53 middle schools in Henan, China. The finding indicated instructional leadership has a positive impact on teacher self-efficacy. More importantly, teacher collegiality moderated the relationship between principal instructional leadership and teacher self-efficacy. This study extends the relationship between principal instructional leadership and teacher self-efficacy and emphasizes the importance of teacher collegiality in promoting the effectiveness of instructional leadership.

Authors

• Jiani Rong, East China Normal University

• Shuangye Chen