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The Impact of Leadership Styles on Teacher Self-Efficacy and Professional Development

Author

Listed:
  • Sonia Noor

    (Mphil Scholar, National College of Business Administration & Economics Sub-Campus Multan)

  • Muhammad Adnan

    (University of the Punjab, Lahore, BS Applied Psychology)

  • Laila Rehman

    (The Islamia University Bahawalpur)

  • Abubakar Shafiq

    (Faculty Member, the Pakistan Audit & Accounts Academy, Gulberg-III, Lahore, MA-Economics (IDP), International University of Japan, Minamiuonoma, Niigata, Japan, MBA (Professional), University of South Asia, Lahore, Pakistan)

Abstract

This study investigates the impact of different leadership styles—transformational transactional and laissez-faire—on teacher self-efficacy and professional development. Employing a quantitative cross-sectional survey design, the research analyzes data from 300 primary and secondary school teachers, gathered through structured questionnaires including the Multifactor Leadership Questionnaire (MLQ), Teacher Sense of Efficacy Scale (TSES), and Professional Development Engagement Scale (PDES). The results indicate that transformational leadership significantly enhances teacher self-efficacy (β = 0.40, p

Suggested Citation

  • Sonia Noor & Muhammad Adnan & Laila Rehman & Abubakar Shafiq, 2024. "The Impact of Leadership Styles on Teacher Self-Efficacy and Professional Development," Bulletin of Business and Economics (BBE), Research Foundation for Humanity (RFH), vol. 13(3), pages 248-255.
    • Handle: RePEc:rfh:bbejor:v:13:y:2024:i:3:p:248-255
    DOI: https://doi.org/10.61506/01.00424
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