The effects of principal instructional leadership, collective teacher efficacy and teacher role on teacher self-efficacy: A moderated mediation examination

Abstract

This study investigated the moderating effect of teacher role between principal instructional leadership and teacher self-efficacy relationships. A random sample was selected from 120 teachers in a private school in Nakhonsawan province, Thailand. The data were analyzed based on Regression Path Model using PROCESS macro version 3.5. The results showed that the principal instructional leadership affected teacher self-efficacy via collective teacher efficacy moderated by teacher role (1 = managerial role, 0 = non-managerial role). For teachers with a managerial role, the indirect effect was 0.481. For teachers with a non-managerial role, the indirect effect was 0.310. The moderating effect in the model was 0.376. All independent variables explained the variance in teacher self-efficacy, accounting for 63.2 percent. The results enhance the theoretical knowledge and empirical evidence regarding the relationship between principal instructional leadership and teacher self-efficacy, emphasizing the moderated mediating effect of teacher role. Moreover, the study contributes to school strategy in terms of enhancing teacher performance in private school contexts.