How transformational leadership affects teacher collective efficacy? the mediating role of professional learning communities and the moderating role of trust

ABSTRACTThis study explored the mediating role of professional learning communities (PLCs) and the moderating role of principals’ perceived trust by teachers in the effect of transformational leadership on teacher collective efficacy from Chinese principals’ perspective. A survey was conducted among 822 principals in China. Data were analysed using structural equation modelling and bootstrapping. The results showed that transformational leadership had a significant and positive effect on teacher collective efficacy. PLCs significantly and fully mediated the effect of transformational leadership on teacher collective efficacy. Principals’ perceived trust by teachers significantly and negatively moderated the effect of transformational leadership on PLCs. This study advanced our understanding of how transformational leadership affected teacher collective efficacy, and added the crucial perspective of principals to research in this field. The study also enriches the existing literature on the relationship between principals’ transformational leadership and teacher collective efficacy in Chinese context. Practical implications and suggestions for future research are discussed.KEYWORDS: Transformational leadershipcollective efficacyprofessional learning communitiesprincipals’ perceived trust by teachersChina Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research supporting data is not available.Additional informationFundingThe work was supported by the National Social Science Fund of China [20CSH033].Notes on contributorsJia ZhangJia Zhang is an associate professor at the College of Education, Zhejiang University. Her research interests include teacher development, educational leadership, and school improvement. Her recent publications appear in Educational Management, Administration & Leadership, Teachers and Teaching: Theory and Practice, Cambridge Journal of Education and Teaching and Teacher Education.Zhihui LiuZhihui Liu is a postgraduate at Zhejiang University. Her research interests include teacher development, educational leadership, and school improvement.