Leveraging transformational and instructional leadership for teacher professional development: A dual-mediation model of teacher self-efficacy and organisational culture

被引：0
作者：
Long, Yihong [1 ,2 ]
Xia, Yi [3 ]
机构：
[1] Guizhou Minzu Univ, Coll Natl Culture & Cognit Sci, Guiyang, Peoples R China
[2] South China Univ Technol, Sch Publ Adm, Guangzhou, Peoples R China
[3] Guizhou Polytech Construct, Dept Basic Educ, Guiyang, Peoples R China
来源：
TEACHING AND TEACHER EDUCATION | 2025年 / 164卷
关键词：
Transformational leadership; Instructional leadership; Teacher professional development; Teacher self-efficacy; Organisational culture; SCHOOL LEADERSHIP; PLS-SEM;
D O I：
10.1016/j.tate.2025.105087
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study investigates how transformational leadership (TL) and instructional leadership (IL) jointly influence teacher professional development (TPD) through teacher self-efficacy (TSE) and organisational culture (OC). Participants included 220 educators (teachers, principals, and managers) from colleges and universities in China. Employing a cross-sectional survey and partial least squares structural equation modeling (PLS-SEM), results revealed instructional leadership directly enhanced teacher development, whereas transformational leadership primarily had an indirect impact through increased teacher self-efficacy and improved organisational culture. The findings suggest integrated leadership practices should be emphasized in leadership training programs and policy frameworks to support sustained professional growth in higher education institutions.
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页数：11
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