PRINCIPAL INSTRUCTIONAL LEADERSHIP AND TEACHER SELF-EFFICACY AS A MEDIATING VARIABLE BETWEEN TEACHER LEADERSHIP AND TEACHER PROFESSIONAL LEARNING PRACTICES IN SECONDARY SCHOOLS IN KELANTAN

Abstract

Empirical studies examining the impact of principal instructional leadership (PIL) as well as teacher self-efficacy (TSE) as a mediator to teacher leadership (TL) on teacher professional learning (TPL) practices are minimal. Theoretically, this study provides empirical evidence through the application of four models, namely the Leadership Development for Teachers (LDT), the PIL Model, the TSE Model, and the TPL Model, to enrich the understanding of TPL. Employing Structural Equation Modelling (SEM) analysis, survey data were collected from 522 teachers in secondary schools in Kelantan. The research strategy that has been used is a cross-sectional quantitative survey. The data were analyzed utilising the partial least squares structural equation modeling (PLS-SEM) to evaluate the direct and indirect effects of TL on professional learning practices. The results indicate that both PIL as a construct and TSE influence TL and TPL practices. In other words, teachers and principals with power as well as support are likely to deliberate and actively notice learning opportunities. This study takes a holistic approach by analyzing all of the components related to good leadership in education. Such insights shed light on how school policymakers and administrators can create atmospheres that promote ongoing professional development for teachers. In the future, it might be beneficial for researchers to investigate similar dynamics in other types of educational institutions in order to broaden our knowledge of ways to encourage various kinds of TPL.