How Are Instructional and Distributed Leadership Related to Teacher Self-Efficacy and Job Satisfaction Through Mediating Effects of Supportive School Culture and Teacher Collaboration

• In Event: 63.084 - MTCC Roundtable Session 25
  In Roundtable Session: 63.084-1 - Instructional Leadership's Impact on Organizational Management

Abstract

Though available evidence confirmed principal leadership could be related to teacher self-efficacy and job satisfaction, the mechanism of such a relationship is still unclear. This research argues that school leadership, specifically instructional leadership and distributed leadership, is related to teacher self-efficacy and job satisfaction through the school principal's leverage of building the supportive school culture and teachers’ collaboration. Using the Teaching and Learning International Survey 2013 data, this study used Structural Equation Model, and found instructional leadership and distributed leadership are positively related to teacher self-efficacy and job satisfaction, and the correlational coefficient is increased through adding the mediating effect of school’s supportive climate and teacher collaboration.

Authors

• Yan Liu, University of North Carolina - Wilmington

• Mehmet Sukru Bellibas, Adiyaman University

• Sedat Gumus, Necmettin Erbakan University