The Moderating Role of Teacher Collegiality in the Relationship Between Instructional Leadership and Teacher Self-Efficacy
This study elucidates the relationship between instructional leadership and teacher self-efficacy by identifying the moderating role of teacher collegiality. Survey data were collected from 1,498 teachers at 53 middle schools in Henan, China. Findings indicate that instructional leadership has a pos...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2023-12-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440231217884 |
| _version_ | 1797384598425960448 |
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| author | Shuangye Chen Jiani Rong |
| author_facet | Shuangye Chen Jiani Rong |
| author_sort | Shuangye Chen |
| collection | DOAJ |
| description | This study elucidates the relationship between instructional leadership and teacher self-efficacy by identifying the moderating role of teacher collegiality. Survey data were collected from 1,498 teachers at 53 middle schools in Henan, China. Findings indicate that instructional leadership has a positive impact on teacher self-efficacy. More importantly, teacher collegiality was found to moderate the relationship between principal instructional leadership and teacher self-efficacy. More specifically, when there was a high level of teacher collegiality, instructional leadership positively predicted teacher self-efficacy; however, when there was a low level of teacher collegiality, instructional leadership barely predicted teacher self-efficacy. In addition to elaborating on the relationship between principal instructional leadership and teacher self-efficacy, this study underscores the importance of teacher collegiality in promoting the effectiveness of instructional leadership. |
| first_indexed | 2024-03-08T21:38:47Z |
| format | Article |
| id | doaj.art-3fa776d684e04102a1a68bcfc99ff825 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-03-08T21:38:47Z |
| publishDate | 2023-12-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-3fa776d684e04102a1a68bcfc99ff8252023-12-20T16:05:50ZengSAGE PublishingSAGE Open2158-24402023-12-011310.1177/21582440231217884The Moderating Role of Teacher Collegiality in the Relationship Between Instructional Leadership and Teacher Self-EfficacyShuangye Chen0Jiani Rong1Institute of Curriculum and Instruction, East China Normal University, Shanghai, ChinaInstitute of Curriculum and Instruction, East China Normal University, Shanghai, ChinaThis study elucidates the relationship between instructional leadership and teacher self-efficacy by identifying the moderating role of teacher collegiality. Survey data were collected from 1,498 teachers at 53 middle schools in Henan, China. Findings indicate that instructional leadership has a positive impact on teacher self-efficacy. More importantly, teacher collegiality was found to moderate the relationship between principal instructional leadership and teacher self-efficacy. More specifically, when there was a high level of teacher collegiality, instructional leadership positively predicted teacher self-efficacy; however, when there was a low level of teacher collegiality, instructional leadership barely predicted teacher self-efficacy. In addition to elaborating on the relationship between principal instructional leadership and teacher self-efficacy, this study underscores the importance of teacher collegiality in promoting the effectiveness of instructional leadership.https://doi.org/10.1177/21582440231217884 |
| spellingShingle | Shuangye Chen Jiani Rong The Moderating Role of Teacher Collegiality in the Relationship Between Instructional Leadership and Teacher Self-Efficacy SAGE Open |
| title | The Moderating Role of Teacher Collegiality in the Relationship Between Instructional Leadership and Teacher Self-Efficacy |
| title_full | The Moderating Role of Teacher Collegiality in the Relationship Between Instructional Leadership and Teacher Self-Efficacy |
| title_fullStr | The Moderating Role of Teacher Collegiality in the Relationship Between Instructional Leadership and Teacher Self-Efficacy |
| title_full_unstemmed | The Moderating Role of Teacher Collegiality in the Relationship Between Instructional Leadership and Teacher Self-Efficacy |
| title_short | The Moderating Role of Teacher Collegiality in the Relationship Between Instructional Leadership and Teacher Self-Efficacy |
| title_sort | moderating role of teacher collegiality in the relationship between instructional leadership and teacher self efficacy |
| url | https://doi.org/10.1177/21582440231217884 |
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