Digital era learner-centered leadership and teachers’ efficacy: the mediating role of teachers’ professional learning

Abstract

Purpose

This research aimed to investigate how learning-centered leadership influences teachers’ self-efficacy, with a focus on the mediating role of teachers’ professional learning in Malaysian national secondary schools. Given the continuously evolving educational environment and the integration of technology, teachers’ self-efficacy is of utmost importance.

Design/methodology/approach

The data for this study were collected from a sample of 430 secondary school teachers in Malaysia, and the analysis was conducted using partial least squares structural equation modeling (PLS-SEM).

Findings

The research revealed significant relationships between variables: learning-centered leadership positively related to teachers’ professional learning, which, in turn, positively influences teachers’ self-efficacy. Interestingly, the study found that the direct relationship between learning-centered leadership and teachers’ self-efficacy was not significant. These findings highlight the crucial mediating role of teachers’ professional learning in the relationship between learning-centered leadership and teachers’ self-efficacy.

Originality/value

These findings provide important insights into the factors that enhance teachers’ self-efficacy and competence, especially within the dynamic environment of schools.

Citation

Chan, P.Y., Cheah, P.K. and Choong, Y.O. (2024), "Digital era learner-centered leadership and teachers’ efficacy: the mediating role of teachers’ professional learning", Journal of Professional Capital and Community, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JPCC-06-2024-0090