How does teacher-perceived principal leadership affect teacher self-efficacy between different teaching experiences through collaboration in China? A multilevel structural equation model analysis based on threshold

• Published in: Frontiers in psychology 2022-08, Vol.13, p.933838-933838
• Main Authors: Xie, Zhiyong, Wu, Rongxiu, Liu, Hongyun, Liu, Jian
• Format: Article
• Language: English
• Subjects: Psychology; teacher collaboration; teacher self-efficacy; teacher-perceived principal leadership; teaching; teaching experience threshold
• ISSN: 1664-1078; 1664-1078
• DOI: 10.3389/fpsyg.2022.933838

Teacher self-efficacy is one of the most critical factors influencing Students’ learning outcomes. Studies have shown that teacher-perceived principal leadership, teacher collaboration, and teaching experience are the critical factor that affects teacher self-efficacy. However, little is known about the mechanisms behind this relationship. This study examined whether teacher collaboration would mediate the relationship between teacher-perceived principal leadership and teacher self-efficacy, and the moderating role of teaching experience in the mediating process. With an analysis of a dataset from 14,121 middle school teachers in China, this study first testified to the positive role that teacher-perceived principal leadership played in teacher self-efficacy. Furthermore, it revealed that teacher collaboration mediates this relationship and the mediated path was moderated by teaching experience. Finally, it also indicated that the threshold of teaching experience linking the teacher-perceived leadership with teacher self-efficacy was approximately in the third year, and their relationship was stronger when teaching experience was below the threshold. This study highlighted the mediating and moderating mechanisms linking the teacher-perceived principal leadership and teacher self-efficacy, which has important theoretical and practical implications for intervention and enhancement of teacher self-efficacy.