The relationship between teacher leadership capacity at school and teacher self-efficacy: the mediating role of teacher professional learning

被引：6

作者：

Gumus, Sedat ^{[1
]}

Kilinc, Ali Cagatay ^{[2
]}

Bellibas, Mehmet Sukru ^{[3
]}

机构：

[1] Educ Univ Hong Kong, Hong Kong, Peoples R China

[2] Karabuk Univ, Fac Letters, Karabuk, Turkey

[3] Adiyaman Univ, Fac Letters, Adiyaman, Turkey

来源：

SCHOOL LEADERSHIP & MANAGEMENT | 2022年 / 42卷 / 05期

关键词：

Teacher leadership; professional learning; teacher self-efficacy; school leadership; CENTERED LEADERSHIP; IMPROVEMENT; PRINCIPALS;

D O I：

10.1080/13632434.2022.2123791

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study sought to explore the relationship between teacher leadership and teacher self-efficacy with the mediating role of teacher professional learning. The study employed a cross-sectional quantitative design with data compiled among public elementary, middle, and high schools across different regions of Turkey. We employed structural equation model (SEM) to estimate the structural relationships between teacher leadership capacity at school, teacher professional learning, and teacher self-efficacy. The results revealed a positive and statistically significant relationship between all three variables. While the effect sizes for the relationship between teacher professional learning and teacher self-efficacy, and between teacher leadership and teacher self-efficacy were small, there was a large effect size for the relationship between teacher leadership and teacher professional learning.

引用

页码：478 / 497

页数：20

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