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Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator: a partial least squares analysis

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  • Lei Mee Thien

    (Universiti Sains Malaysia)

  • Peng Liu

    (University of Manitoba)

Abstract

Although the investigation of instructional leadership and teacher professional learning is well-documented in the literature, one overlooked question concerns the linear and nonlinear relationships between these two variables. This study aims to examine the linear and nonlinear relationships of principal instructional leadership on teacher professional learning through teacher self-efficacy as a mediator. This study has collected 335 teacher samples encompassing both primary and secondary school levels in Penang, Malaysia. The analysis of data utilised partial least-squares structural equation modelling. The findings indicated a significant positive linear relationship between instructional leadership and teacher-professional learning. Likewise, there exists a significant mediating effect of teacher self-efficacy between instructional leadership on teacher professional learning. There exists a significant nonlinear relationship between principal instructional leadership on teacher self-efficacy and teacher professional learning respectively. The structural model exhibits a significantly high level of predictive power for in-sample and out-of-sample. This study offers theoretical and methodological advancements in comprehending the complex relationships between instructional leadership and teacher outcomes. It proposes that forthcoming studies could adopt a combination of linear and non-linear relationships to achieve robust empirical findings.

Suggested Citation

  • Lei Mee Thien & Peng Liu, 2024. "Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator: a partial least squares analysis," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-13, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-023-02500-5
    DOI: 10.1057/s41599-023-02500-5
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    References listed on IDEAS

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    1. Ismail Hussein Amzat & Prima Gusti Yanti & Suswandari Suswandari, 2022. "Estimating the Effect of Principal Instructional and Distributed Leadership on Professional Development of Teachers in Jakarta, Indonesia," SAGE Open, , vol. 12(3), pages 21582440221, July.
    2. Marko Sarstedt & Christian M Ringle & Jun-Hwa Cheah & Hiram Ting & Ovidiu I Moisescu & Lacramioara Radomir, 2020. "Structural model robustness checks in PLS-SEM," Tourism Economics, , vol. 26(4), pages 531-554, June.
    3. Jiazhe Li & Philip Wing Keung Chan & Yongmei Hu, 2023. "The Effects of Principals’ Instructional Leadership on Primary School Students’ Academic Achievement in China: Evidence from Serial Multiple Mediating Analysis," Sustainability, MDPI, vol. 15(3), pages 1-15, February.
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