Exploring the Interplay between Teacher Leadership and Self-Efficacy: A Systematic Literature Review (2013–2024)
Abstract
:1. Introduction
2. Literature Review
2.1. Conceptualization of Teacher Leadership
2.2. Theoretical Frameworks of Teacher Leadership
2.3. Concept of Teacher Self-Efficacy
2.4. Multidimensional Analysis of Factors Affecting Teacher Self-Efficacy
2.5. Interaction between Teacher Leadership and Self-Efficacy
2.5.1. Integration of Data and Theory
2.5.2. Cultural and Environmental Impact
2.6. Limitations and Future Directions
3. Methodology
3.1. Research Design
3.2. Research Questions
3.3. Data Source and Search Strategy
3.4. Inclusion and Exclusion Criteria
3.5. Screening and Selection Process
3.6. Evaluation Criteria
3.7. Data Extraction and Synthesis
4. Research Findings
4.1. Interplay between Teacher Leadership and Self-Efficacy across Contexts
4.2. Mediating and Moderating Influences, and Educational Variability
4.3. Challenges, Future Research Directions, and Practical Implications
5. Discussion
5.1. Complex Dynamics of Teacher Leadership and Self-Efficacy
5.2. Cultural Contexts and Their Influence on Educational Leadership
5.3. Strategic Implications for Educational Practice and Policy
6. Conclusions
6.1. Key Interactions between Teacher Leadership and Self-Efficacy
6.2. Strategic Implications for Enhancing Educational Practices
6.3. Future Directions and Limitations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Database | Initial Records Retrieved | Final Selected |
---|---|---|
Web of Science (SSCI) | 839 | 3 |
Scopus | 33 | 5 |
ERIC | 15 | 1 |
Google Scholar | 120 | 2 |
Total | 1007 | 11 |
Criterion | Inclusion Criteria | Exclusion Criteria |
---|---|---|
1.Publication Period | Studies published between 2013 and 2024 | Studies published before 2013 or after 2024 |
2. Document Genre | Articles indexed as “article” | Documents indexed as conference abstracts, book reviews, editorial commentaries, etc. |
3. Language Proficiency | Scholarly articles written in English | Works published in languages other than English |
4. Research Focus | Studies explicitly discussing both teacher leadership and teacher self-efficacy | Studies not explicitly discussing the relationship between teacher leadership and teacher self-efficacy |
5. Accessibility | Studies where the full text is accessible | Studies where the full text is not accessible |
6. Peer Review | Studies that have undergone peer review | Articles that have not undergone peer review or lack research quality |
Evaluation Criteria | Specific Requirements | Criteria |
---|---|---|
1. Relevance of Research Objectives | Does the research clearly investigate the relationship between teacher leadership and teacher self-efficacy? | Yes/No/Partial |
2. Clarity and Appropriateness of Research Design | Are the research design and methods clearly described and easy to understand, including data collection and analysis methods? | Yes/No/Partial |
3. Use of Theoretical Framework | Is the research supported by a clear theoretical framework and connected to the broader body of knowledge? | Yes/No/Partial |
4. Sample Selection and Characteristics | Are the sample selection methods clearly described and are the sample characteristics sufficiently detailed? | Yes/No/Partial |
5. Detail of Data Collection and Analysis Methods | Are the data collection and analysis methods clearly described and systematic? | Yes/No/Partial |
6. Support for Conclusions | Are the conclusions well-supported by the results? | Yes/No/Partial |
7. Credibility of the Research | Are verification procedures or methods used to ensure the credibility of the results? | Yes/No/Partial |
8. Practicality and Applicability | Does the research describe specific strategies or methods for applying teacher leadership and self-efficacy in practical teaching scenarios? | Yes/No/Partial |
9. Detail in Reporting Results | Are the results reported in sufficient detail, including estimates of variance and control for confounding factors? | Yes/No/Partial |
10. Researcher Reflexivity | Does the researcher reflect on the research process and results, discussing limitations and directions for future research? | Yes/No/Partial |
No. | Study | Title | Design Method | Score |
---|---|---|---|---|
1 | [52] | The relationships among teacher leadership, teacher self-efficacy and teacher performance | Quantitative survey, correlation analysis, multiple linear regression analysis | 17 |
2 | [17] | Antecedents and outcomes of teacher leadership: The role of teacher trust, teacher self-efficacy and instructional practice | Cross-sectional survey design, quantitative methods, structural equation modeling (SEM) | 19 |
3 | [38] | Self-efficacy, teacher leadership and teacher professionalism in secondary school | Quantitative (survey method, path analysis) | 20 |
4 | [53] | Exploring teacher leadership and the factors contributing to it: An empirical study on Chinese private higher education institutions | Cross-sectional survey design, quantitative methods, structural equation modeling (SEM) | 19 |
5 | [54] | The relationship between teacher leadership capacity at school and teacher self-efficacy: The mediating role of teacher professional learning | Cross-sectional quantitative design, structural equation modeling (SEM), validated scales | 20 |
6 | [55] | An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance | Cross-sectional survey, quantitative methods, structural equation modeling (SEM) | 20 |
7 | [56] | More leadership, more efficacy for inclusive practices? Exploring the relationships between distributed leadership, teacher leadership, and self-efficacy among inclusive education teachers in China | Cross-sectional survey design, quantitative methods, structural equation modeling (SEM), validated scales | 18 |
8 | [57] | Understanding the relationship between teacher leadership and teacher well-being: The mediating roles of trust in leaders and teacher efficacy | Cross-sectional survey design, quantitative methods, structural equation modeling (SEM), bootstrap methods | 20 |
9 | [58] | Transformational leadership and student academic performance in Iraq educational institutions: Mediating role of teacher’s leadership and teachers self-efficacy | Cross-sectional survey design, quantitative methods, questionnaires, Smart-PLS 4.0 | 18 |
10 | [59] | Principal instructional leadership and teacher self-efficacy as a mediating variable between teacher leadership and teacher professional learning practices in secondary schools in Kelantan | Cross-sectional survey design, quantitative methods, partial least squares structural equation modeling (PLS-SEM), validated scales | 20 |
11 | [60] | How do departmental professional learning communities and teacher leadership matter for teacher self-efficacy? A multi-level analysis | Cross-sectional survey design, quantitative methods, multi-level analysis | 19 |
Study | Theoretical Framework | Key Findings | Educational Background | Influencing Factors |
---|---|---|---|---|
[52] | Social Cognitive Theory | Significant positive relationships among teacher leadership, teacher self-efficacy, and teacher performance. Teacher leadership significantly influences both self-efficacy and performance. | K-12 schools in Altındağ, Ankara, Turkey | None explicitly identified |
[17] | Self-Efficacy Theory | Teacher leadership significantly enhances self-efficacy through mastery experiences and professional development. Teacher trust is a significant antecedent of teacher leadership. | Secondary education in Turkey | Teacher trust (mediating), teacher self-efficacy (mediating) |
[38] | Social Cognitive Theory | Self-efficacy positively influences teacher professionalism; teacher leadership positively affects teacher professionalism; self-efficacy directly influences teacher leadership. | Secondary schools in West Jakarta, Indonesia | None explicitly identified |
[53] | Transformational Leadership, Social Cognitive Theory | Teacher leadership enhances teaching quality, self-efficacy, and competence. | Private higher education institutions in China | Teacher self-efficacy (mediating), teacher competence (mediating) |
[54] | Social Cognitive Theory | Teacher leadership enhances teacher self-efficacy through professional learning, emphasizing collaborative and reflective practices. | Public schools in Turkey | Mediating: Teacher professional learning |
[55] | Transformational Leadership | Principal transformational leadership positively influences teacher leadership. Both principal transformational leadership and teacher leadership enhance teacher self-efficacy. Teacher leadership, not principal leadership, directly impacts student academic performance. | Secondary schools in South-Central China | Mediating: Teacher self-efficacy, teacher leadership Moderating: Principal transformational leadership |
[56] | Social Cognitive Theory, Transformational Leadership Theory | Teacher leadership positively influences teacher self-efficacy, which in turn impacts teacher performance. Self-efficacy acts as a mediator between teacher leadership and teacher performance. | Secondary education in Malaysia | Teacher self-efficacy as a mediating variable; professional development and teacher trust as influencing factors |
[57] | Trust Theory, Social Cognitive Theory | Teacher leadership positively impacts teacher well-being. Trust in leaders and teacher efficacy significantly mediate this relationship. | Primary schools in a Chinese city | Mediating: Trust in leaders, teacher efficacy |
[58] | Transformational Leadership Theory | Transformational leadership enhances teacher self-efficacy and professional development | Higher education institutions in Iraq | None explicitly identified |
[59] | Social Cognitive Theory | Principal instructional leadership and teacher self-efficacy mediate the relationship between teacher leadership and professional learning practices. | Secondary schools in Kelantan, Malaysia | Mediating: Principal instructional leadership, teacher self-efficacy |
[60] | Social Cognitive Theory, Professional Learning Community (PLC) Theory | Departmental PLCs positively influence teacher self-efficacy. Reflective dialogue and collective responsibility are key PLC elements. Teacher transformational leadership predicts self-efficacy, while instructional leadership does not. | Chinese primary and secondary schools | None explicitly identified |
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Luo, X.; Alias, B.S.; Adnan, N.H. Exploring the Interplay between Teacher Leadership and Self-Efficacy: A Systematic Literature Review (2013–2024). Educ. Sci. 2024, 14, 990. https://doi.org/10.3390/educsci14090990
Luo X, Alias BS, Adnan NH. Exploring the Interplay between Teacher Leadership and Self-Efficacy: A Systematic Literature Review (2013–2024). Education Sciences. 2024; 14(9):990. https://doi.org/10.3390/educsci14090990
Chicago/Turabian StyleLuo, Xue, Bity Salwana Alias, and Nor Hafizah Adnan. 2024. "Exploring the Interplay between Teacher Leadership and Self-Efficacy: A Systematic Literature Review (2013–2024)" Education Sciences 14, no. 9: 990. https://doi.org/10.3390/educsci14090990