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

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-05-28 DOI:10.1016/j.tate.2025.105087

Yihong Long , Yi Xia

引用次数: 0

Abstract

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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利用变革型领导和指导性领导促进教师专业发展：教师自我效能感与组织文化的双重中介模型

本研究旨在探讨变革型领导与教学型领导如何透过教师自我效能感（TSE）与组织文化（OC）共同影响教师专业发展。参与者包括来自中国高校的220名教育工作者（教师、校长和管理人员）。采用横断面调查和偏最小二乘结构方程模型（PLS-SEM），结果表明，指导性领导直接促进教师发展，而变革型领导主要通过提高教师自我效能感和改善组织文化产生间接影响。研究结果表明，应在领导力培训计划和政策框架中强调综合领导力实践，以支持高等教育机构的持续专业发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.