Linear and Nonlinear Effects of Instructional Leadership on Teacher Professional Learning: Teacher Self-Efficacy as Mediator

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Principal as Instructional Leader: Impact on Teachers' Job Performance, Instruction, Professional Learning, Autonomy, and Self-Efficacy (Table 37)

Abstract

This study aimed to assess the linear and nonlinear effects of principal instructional leadership on teacher professional learning with teacher self-efficacy as a mediator. Data were collected from 335 primary and secondary school teachers in Penang, Malaysia. Partial least squares structural equation modelling was used. The findings indicated a significant positive linear effect of instructional leadership on teacher professional learning with a significant mediating effect of teacher self-efficacy. There exists a significant nonlinear effect of principal instructional leadership on teacher self-efficacy and a nonlinear effect of teacher self-efficacy on teacher professional learning. The findings urge future studies to theoretically and empirically explore both linear and nonlinear effects of latent variable models related to educational leadership.

Authors

• Lei Mee Thien, Universiti Sains Malaysia

• Peng Liu, University of Manitoba