How Principals Inspire Teachers: The Mediating Role of Informal Learning in Building Self-Efficacy for Student Engagement

• In Event: AERA Research in Progress Roundtable Session One
  In Invited Roundtable: Research-in-Progress RT077 (Wednesday)

Abstract

This study examines how principals’ transformational leadership influences teachers’ self-efficacy for student engagement through the mediating role of informal learning. Grounded in the Job Demands–Resources (JD-R) model, the research conceptualizes transformational leadership as a key job resource that fosters teacher motivation and professional growth. Informal learning, occurring through media interaction, colleague collaboration, and stakeholder engagement, is proposed as the mechanism linking leadership support to teachers’ confidence in engaging students. Using survey data from 1,122 teachers across Iranian schools, the study employs Structural Equation Modeling (SEM) to test both direct and indirect relationships. Findings are expected to demonstrate that supportive leadership enhances teacher self-efficacy by cultivating informal learning cultures, offering theoretical and practical insights for educational leadership and teacher development.

Authors

• Kosar Shirzad, The Pennsylvania State University

• Masoumeh Kouhsari

• Brian R. Belland, Pennsylvania State University