The Influence of Instructional Leadership on Instructional Practice: A Mediation Analysis of Teacher Self-Efficacy

• In Event: Instructional Leadership and Mentorship: Frameworks, Challenges, and Impacts

Abstract

Instructional leaders shape the environment in which teachers operate, thus influencing their self-efficacy and, consequently, how they deliver instruction. This study examines how teacher self-efficacy (TSE) mediates the relationship between instructional leadership and teacher instructional practice using TALIS 2018 United States data. Structural Equation Modeling is used to evaluate the mediation of TSE. The results indicate that TSE in instructional strategy and student engagement is positively associated with instructional practice (β = .291, p < .05) and (β = .047, p < .05), respectively. Instructional leadership was significantly associated with instructional practice (β = .057, p < .05). This study highlights school leaders' role in improving teachers' instructional practice through TSE, which can translate to improved student learning outcomes.

Authors

• Arinze Anselm Ezirim, University of Utah

• Yongmei Ni, University of Utah