Teacher Collective Efficacy and Teacher Commitment Co-Mediate the Path From School Leadership to Student Achievement Among Minority Students in Chinese Rural Schools

Abstract

The present study was guided by the Ontario Leadership Framework for Leadership, which involved 412 minority Grade 9 students (female = 224; male = 188, Mage = 14.86, SD = 0.71) who were sampled and matched with their teachers' data to understand the extent teacher collective efficacy (TCE) and teacher commitment (TC) co-mediate the path from school leadership (SL) to students' achievement (SA) in the western Zhuang region in Guangxi of China. All the students completed the Program for International Student Assessment (PISA) science literacy tests, and their teachers completed the Leading and Teaching in Schools Survey Scale online. The results indicated that (1) there was an indirect effect of SL on student SA in the mediation model of TCE and TC; (2) the serial mediation of TCE and TC was significant between SL and SA. This finding implies that enhancing TCE and TC in the western Zhuang region will help improve SA, and also, enhancing teachers' emotional involvement will help the development of education in minority areas.