An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance

ABSTRACT

Using an integrated school leadership framework, this research intended to investigate 1.whether and to what extent transformational leadership could leverage teacher leadership; 2 the integrated effects of principal transformational leadership and teacher leadership on teacher self-efficacy and student academic performance. This study used a two-stage stratified sampling approach and collected the complex survey data in one Chinese province. Researchers employed a rigorous three-level Structural Equation Model to investigate multi-dimensional relationships among the aforementioned variables. The results suggest that principal transformational leadership is significantly and positively related to teacher leadership. Meanwhile, principal transformational leadership and teacher leadership are both positively related to teacher self-efficacy, but only teacher leadership is positively related to student learning. This study adds nuanced and international evidence and provides a practical framework to improve schools by involving teacher leaders through principal transformational leadership.

KEYWORDS:

• Transformational leadership
• teacher leadership
• teacher self-efficacy
• student performance

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ling Li

Ling Li is a professor and director of Center for Education Policy at Southwest University in Chongqing, China. Her research interests include educational policy, school educational reform, and education evaluation. Ling Li has published books and peer-reviewed articles at various journals; and has been funded by several national institutions for educational research regarding educational equity, rural and urban educational achievement gap, and educational evaluation in China.

Yan Liu

Yan Liu is an Assistant Professor at Central Connecticut State University in the USA. She utilizes advanced quantitative approaches to investigate how educational contexts, educational policies, and the expertise possessed by school personnel interactively outline educational leadership and educational outcomes. Her research has been published at various journals including Educational Administration Quarterly, Educational Management Administration & Leadership, School Effectiveness and School Improvement, and International Journal of Educational Research, etc.