The relationship between teacher leadership and collective teacher efficacy in Chinese upper secondary schools

Abstract

Purpose

The aim of this study was to understand the relationship between teacher leadership and collective teacher efficacy in Chinese upper secondary schools.

Design/methodology/approach

Based on survey answers from 1,074 upper secondary teachers in a Chinese city, path analysis was conducted to understand the relationship.

Findings

This study identified that a number of dimensions of teacher leadership (recognition, collegiality, participation and positive environment) had positive relationships with group competence. Meanwhile, the dimensions of developmental focus, participation and positive environment had positive relationships with task analysis. Additionally, when the authors treated collective efficacy as a single variable, the dimensions of developmental focus, congeniality, participation and positive environment had positive relationships with collective efficacy.

Originality/value

This study is to understand the relationship between teacher leadership and collective teacher efficacy in a collective culture and hierarchical education system.

Citation

Liu, P. (2021), "The relationship between teacher leadership and collective teacher efficacy in Chinese upper secondary schools", International Journal of Educational Management, Vol. 35 No. 2, pp. 394-407. https://doi.org/10.1108/IJEM-07-2020-0361