How shared instructional leadership is associated with teacher job satisfaction: the role of self-efficacy and professional resilience

Abstract

Leadership is consistently identified as a significant correlate of teacher learning, school capacity, and organizational development. However, the relational processes linking shared instructional leadership to teachers’ work-related outcomes remain insufficiently examined. This study examines the association between shared instructional leadership and teachers’ job satisfaction and examines the mediating roles of teacher self-efficacy and professional resilience. Using a correlational design, data were collected from 593 teachers across Türkiye’s seven geographical regions within a centralized and hierarchical educational context. A parallel multiple mediation model (PROCESS Macro Model 4; 5,000 bootstrap resamples) was employed to examine the proposed associations among variables. Results indicated that shared instructional leadership was positively associated with teachers’ job satisfaction. Significant indirect effects emerged through teacher self-efficacy and professional resilience, suggesting that higher perceptions of collaborative instructional leadership correspond with stronger psychological resources and higher job satisfaction. These findings highlight the relevance of shared instructional leadership as a contextual factor associated with teachers’ self-efficacy, resilience, and satisfaction. Given the cross-sectional correlational design, the findings should be interpreted as evidence of association rather than causation.