Causal relationship among transformational leadership, professional learning communities, and teacher collective efficacy

The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy

“…By investigating the relationship between principal leadership, collective efficacy, and teacher collaboration in Germany, the study builds on existing research into how cultural differences affect collective efficacy in school contexts (Klassen et al, 2010). Our finding of strong relationships between principal leadership and the collective efficacy of teachers confirms results from other countries such as Israel (Qadach et al, 2019), Iran (Hallinger et al, 2018), Serbia (Ninković and Knežević-Florić, 2018), China (e.g., Liu et al, 2019), and the United States (e.g., Voelkel, 2019).…”

“…Studies have addressed the relationships between principal leadership and both teacher collaboration and collective efficacy. Findings have shown that principal leadership predicts the quantity and quality of teacher collaboration (e.g., Honingh and Hooge, 2014; Voelkel, 2019). Yet with regard to the relationship between principal leadership and teachers’ collective efficacy, the findings to date have been inconsistent.…”

The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think?

“…Luyten and Bazo [95] found that the effect of transformational leadership on teaching practices was indirect and mainly through PLCs and teacher learning. Voelkel's [96] study revealed that transformational leadership predicted PLCs, which further predicted teacher collective efficacy. The study of Zheng et al [66] on teachers in mainland China suggested that PLCs had a mediating effect on the relationship between instructional leadership and teacher self-efficacy.…”

“…Previous studies have revealed that the effect of principal leadership on teachers' psychological wellbeing such as efficacy and job satisfaction is indirect, and PLCs or teacher collaboration can act as the mediators [79,93,96]. However, whether various components of PLCs have mediating effects on the relationship between transformational leadership and teachers' job satisfaction was underexplored.…”

Exploring College Students’ Biopsychosocial Spiritual Wellbeing and Problems during COVID-19 through a Contextual and Comprehensive Framework

“…The correlation between the two factor is 0.471 (p < 0.001) which suggests a higher order factor structure (referred to as psychosomatic problems). In such cases, there are examples in the educational leadership literature in which scholars use composite sums via combining item raw scores for the subscales (e.g., Li et al, 2016;Thomas et al, 2020;Urick et al, 2019;Voelkel, 2019).…”