Exploring the Interplay between Teacher Leadership and Self-Efficacy: A Systematic Literature Review (2013–2024)

Abstract

This systematic review rigorously explores the reciprocal relationship between teacher leadership and self-efficacy across a range of educational and cultural settings. Drawing on eleven peer-reviewed studies from 2013 to 2024 and guided by the PRISMA framework, the analysis substantiates a robust, bidirectional link: teacher leadership significantly bolsters self-efficacy, which, in turn, profoundly impacts educational practices and outcomes. The dynamics of this relationship exhibit considerable variation across cultural divides, with collectivist settings predominantly favoring a collaborative approach that enhances collective efficacy and teamwork, whereas individualistic contexts tend to prioritize personal achievement and empowerment. The findings highlight the imperative for culturally tailored professional development programs and affirm the critical influence of teacher self-efficacy in driving educational innovation and reform. Despite the richness of the insights presented, the studies’ limited sample sizes and the specificity of their educational contexts may temper the broader applicability of the conclusions. This review recommends that future research adopt longitudinal and mixed-methods approaches to deepen the understanding of these interactions across diverse cultural landscapes, thereby enriching the theoretical and practical implications for global educational advancement.

1. Introduction

In the context of 21st-century global educational reforms, teacher leadership and self-efficacy are recognized as critical factors in enhancing educational quality [1,2,3,4]. As the global educational landscape becomes increasingly complex and demands for educational outcomes rise, the role of teachers has evolved from traditional transmitters of knowledge to active participants and drivers of educational reform [5,6]. This transformation not only reflects heightened expectations for educational quality but also signifies the growing importance of teachers in shaping educational policies and school cultures [7]. Teacher leadership, extending beyond administrative duties, now profoundly influences the entire educational system through formal and informal roles within and beyond the school setting [8]. This shift underscores the central role of teachers in driving academic and educational practice innovations, highlighting their influence in motivating student learning and improving outcomes.

Moreover, teacher self-efficacy, representing teachers’ confidence in their ability to effectively complete teaching tasks, is a core psychological construct vital for enhancing teaching quality and student learning outcomes [9]. Self-efficacy theory suggests that a teacher’s belief in their instructional capabilities directly affects their classroom performance and choice of teaching strategies. Teachers with high self-efficacy are more likely to employ innovative teaching strategies, effectively meet educational challenges, and significantly improve student learning outcomes [10]. Understanding the role of teacher self-efficacy in education not only aids in enhancing individual teaching effectiveness but also supports overall educational system improvements. This understanding underscores the importance of fostering teachers’ self-efficacy to enhance their leadership capabilities [11].

The theoretical interplay between teacher leadership and self-efficacy is particularly crucial in driving educational reforms. Teachers’ leadership roles, encompassing curriculum design, instructional innovation, and school culture development, enhance their impact on educational practices by boosting their self-efficacy [12,13]. Specifically, how teachers’ leadership behaviors enhance self-efficacy and improve teaching quality and student achievements is a significant topic in educational research [14]. Furthermore, teachers’ experiences in leadership positions, such as participating in decision-making and leading teacher teams, are seen as effective ways to enhance self-efficacy [15]. This positive cycle of leadership and self-efficacy not only fosters individual professional growth but also aids in advancing overall school educational reform. Thus, deep exploration and understanding of this interplay are crucial for designing strategies to support teacher development.

Despite extensive research exploring various aspects of teacher leadership and self-efficacy, the current literature often overlooks the specific ways these elements interact across different cultural and educational backgrounds [16]. Most existing studies focus on single educational systems or cultural contexts, lacking a cross-cultural comparative perspective, which limits our understanding of how teacher leadership and self-efficacy are implemented and perceived in global educational reforms [17,18]. Additionally, the predominance of quantitative methods in current research tends to overlook the insights that qualitative data can offer, potentially obscuring the complexities and uniqueness of individual teacher experiences [19]. Consequently, this study aims to address this research gap by systematically exploring and analyzing the interaction between teacher leadership and self-efficacy across various educational and cultural settings, providing a theoretical and empirical foundation for formulating more effective educational policies and practices.

2. Literature Review

2.1. Conceptualization of Teacher Leadership

Teacher leadership is a complex and multi-layered concept, displaying significant diversity globally due to differences in educational cultures, policy environments, and societal expectations [3]. In Western educational systems, teacher leadership is often defined as the ability of teachers to participate in school decision-making, promote professional development, and facilitate school transformation [20]. This conception of leadership is deeply influenced by distributed leadership theories, emphasizing the decentralization of power and collaborative governance [21,22]. In this framework, teachers not only fulfill classroom teaching responsibilities but also act as key agents in advancing the overall development of the school, shaping colleagues, students, and school policies to exercise their leadership roles, reflecting the Western societal values of democracy and participatory decision-making [23].

In contrast, teacher leadership in Eastern cultural contexts exhibits different characteristics. Influenced by social structures and educational traditions, teacher leadership in these cultures tends to focus more on classroom teaching and moral exemplification [24]. In such environments, teachers are often viewed as authorities on knowledge and morality, with their leadership primarily exerted through personal academic achievements and moral integrity, closely aligned with the Confucian emphasis on the dignity and authority of teachers [25]. Thus, accurately understanding the conceptualization of teacher leadership requires consideration of cultural and institutional backgrounds and the construction of more inclusive and diverse theoretical frameworks globally.

2.2. Theoretical Frameworks of Teacher Leadership

The understanding of teacher leadership can be enhanced by integrating key leadership theories, particularly transformational leadership theory and distributed leadership theory. Transformational leadership theory highlights the capacity of leaders to motivate and inspire followers, aligning their identity with organizational goals to enhance performance [26]. Research by Leithwood and Jantzi has shown that in the educational sector, transformational teacher leaders, by stimulating teachers’ intrinsic motivation and commitment, not only enhance student outcomes but also improve the overall quality of school instruction [27]. This leadership style enables teacher leaders to spearhead curricular reforms, encourage critical thinking and creativity, and profoundly transform teaching practices.

Simultaneously, distributed leadership theory emphasizes the collaborative nature of leadership, advocating for the broad distribution of leadership responsibilities among organizational members. Printy and Liu’s research on distributed leadership reveals the effectiveness of involving teachers, administrators, and even students in leadership activities within school settings [28]. Their case studies demonstrate that when teacher teams collaboratively develop and implement new assessment strategies, this collaborative approach significantly enhances the efficiency of strategy implementation and the quality of educational innovation. This practice of distributed leadership reflects the effective decentralization of leadership power and collaborative governance in educational environments.

2.3. Concept of Teacher Self-Efficacy

Teacher self-efficacy refers to the confidence and belief of teachers in managing and executing teaching tasks to achieve desired educational outcomes. This concept originates from the field of psychology, particularly Albert Bandura’s social cognitive theory, which underscores the central role of self-beliefs in motivating and guiding human behavior [9]. Bandura’s research indicates that teachers with high self-efficacy are more likely to set challenging goals, persevere in the face of difficulties, and ultimately achieve exceptional educational results [29]. Practically, this means that teachers with strong self-efficacy are more likely to adopt and implement innovative teaching strategies, effectively manage classrooms, and accommodate diverse student needs.

Moreover, research on teacher self-efficacy can also incorporate other psychological and educational theories, such as emotional intelligence theory. Emotional intelligence involves the ability to perceive, understand, and manage emotions, significantly impacting teacher self-efficacy [30]. Teachers with high emotional intelligence exhibit greater adaptability and efficacy in managing high-pressure classroom environments, maintaining positive student relationships, and facing educational challenges [31]. By integrating these theoretical perspectives, researchers can more comprehensively understand the complexities of teacher self-efficacy, recognizing its multidimensional influences by cognitive, emotional, and social factors.

2.4. Multidimensional Analysis of Factors Affecting Teacher Self-Efficacy

The factors influencing teacher self-efficacy are varied, including professional experience, sense of accomplishment, and colleague support, which affect teacher self-efficacy through various psychological mechanisms and behavioral manifestations [32,33]. Professional experience is a key factor in shaping teacher self-efficacy [34]. Teachers with extensive experience are more likely to exhibit confidence in handling various classroom situations, a confidence derived from their successful past experiences in overcoming educational challenges. For instance, a teacher who has successfully implemented differentiated instruction may be more confident in adapting teaching methods to meet diverse student needs in the future [35], thereby enhancing their self-efficacy and encouraging them to undertake more complex teaching tasks.

A sense of accomplishment is also a crucial factor in enhancing teacher self-efficacy. When teachers perceive that their efforts have led to positive student outcomes, such as improved academic performance or increased student engagement, their belief in their teaching abilities is reinforced [32,36]. This positive reinforcement motivates teachers to continue striving for excellence and to try new teaching strategies, thus creating a virtuous cycle. Additionally, colleague support significantly impacts teacher self-efficacy. Collaborative relationships with peers provide valuable feedback, encouragement, and resources, helping teachers overcome challenges and improve their teaching practices. For example, a teacher who receives constructive feedback on classroom management strategies from a colleague may feel more confident in maintaining classroom discipline in the future, thereby enhancing their self-efficacy [37]. By thoroughly analyzing these factors, researchers can better understand how they specifically affect teacher self-efficacy and identify effective strategies to support teachers in enhancing their self-efficacy.

2.5. Interaction between Teacher Leadership and Self-Efficacy

2.5.1. Integration of Data and Theory

The interaction between teacher leadership and self-efficacy is complex and dynamic, and its mutual effects can be validated through theoretical models and quantitative analysis methods. Recent research using structural equation modeling (SEM) has confirmed this bidirectional enhancement relationship, significantly revealing how the enhancement of teacher leadership through increased teacher self-efficacy further promotes positive leadership behaviors [17]. For instance, Tyaningsih et al. have established through SEM analysis a significant positive interaction between teacher leadership and self-efficacy in a secondary education environment, supporting the cyclical enhancement theory of leadership and self-efficacy [38].

Moreover, the interaction between teacher leadership and self-efficacy exhibits unique characteristics and outcomes at different educational levels. In elementary settings, teacher leadership primarily enhances self-efficacy through promoting collaboration and sharing teaching strategies among colleagues [17], while in higher education, teacher leadership is more often realized through research orientation and the provision of professional development opportunities [39]. Specific case studies indicate that teachers in higher education significantly enhance their teaching and research self-efficacy by leading research groups and hosting professional seminars [40].

By integrating these theoretical insights with empirical data, this study not only deepens our understanding of the interaction mechanisms between teacher leadership and self-efficacy but also provides concrete guidance strategies for educational policymakers and practitioners to support teachers’ professional development and improve educational quality [41].

2.5.2. Cultural and Environmental Impact

In a globalized educational context, culture and the environment play a key role in shaping teacher leadership and self-efficacy. Research has shown that the two cultural dimensions of collectivism and individualism profoundly influence teachers’ leadership styles and self-efficacy [42]. For example, in Asian countries with strong collectivism, such as Korea and Japan, teachers’ leadership behaviors are often closely related to team collaboration, and leadership success is seen as a collective achievement of the entire team [43]. In these cultural contexts, teachers’ self-efficacy is often directly related to the achievement of group goals and the quality of team collaboration [44]. The relationship between leadership and self-efficacy in these cultural backgrounds emphasizes the importance of collective goals and team outcomes.

In contrast, in countries with significant individualistic cultures, such as the USA and the UK, teacher leadership tends to focus more on personal achievements and autonomous decision-making. In these cultures, teachers are expected to be pioneers of educational innovation, independently formulating and implementing teaching strategies. In such cultural contexts, self-efficacy is more closely associated with individual teaching achievements and professional development, with the development of teacher leadership highly valuing individual contributions and accomplishments [45]. International comparative studies often reveal how these cultural differences affect the design and implementation of teacher training programs and how these trainings influence the development of teachers’ leadership and self-efficacy.

2.6. Limitations and Future Directions

Current research on teacher leadership and self-efficacy presents several methodological and contextual limitations, such as small sample sizes, reliance on self-reported data, and homogeneity in cultural backgrounds, which significantly restrict the generalizability and practical applicability of findings [46]. To address these deficiencies, there is an urgent need to adopt more rigorous empirical research methods, such as longitudinal studies and mixed-methods research, to dynamically explore the interaction between teacher leadership and self-efficacy across different time points and diverse environments. Additionally, expanding the cultural diversity of research samples is seen as a key step in enhancing the universality and operationality of research [47].

At the same time, the current research also emphasizes the necessity of translating theoretical insights into practical applications, suggesting the development and testing of customized teacher development programs for different educational levels and disciplines, aimed at enhancing teachers’ leadership and self-efficacy while considering the specific challenges in various educational environments [48]. Moreover, the importance of interdisciplinary research is increasingly highlighted, with the integration of educational psychology, organizational behavior, and leadership studies deepening our understanding of how educational policies and school management practices can effectively enhance teacher leadership and self-efficacy [49,50].

In summary, addressing the noted limitations and pursuing the proposed research directions are crucial for deepening our understanding of the complex relationship between teacher leadership and self-efficacy. These efforts will not only enrich the academic field’s knowledge base but also have profound practical implications for improving global educational practices.

3. Methodology

3.1. Research Design

This systematic literature review utilized the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework to ensure a rigorous, transparent, and reproducible research methodology. The PRISMA guidelines help in maintaining methodological consistency and assessing potential biases, thus enhancing the reliability and validity of review findings.

3.2. Research Questions

To explore the dynamic interplay between teacher leadership and teacher self-efficacy, this review was guided by specific research questions formulated to understand the variables’ impact on educational practices and policy-making within varied educational and cultural contexts:

RQ1: How does teacher leadership influence teacher self-efficacy across different educational and cultural settings?

RQ2: How does teacher self-efficacy affect teacher leadership behaviors and practices?

RQ3: What are the implications of these interactions for the development and implementation of educational policies in diverse cultural contexts?

These questions were aimed at uncovering the mechanisms through which teacher leadership and self-efficacy interact and their broader implications for effective educational reforms.

3.3. Data Source and Search Strategy

To achieve a comprehensive coverage of the literature on teacher leadership and self-efficacy, this study initially utilized two major academic databases: the Social Sciences Citation Index (SSCI) within the Web of Science (WoS) and Scopus. These databases were specifically chosen for their extensive indexing of the peer-reviewed educational and psychological literature, providing a robust foundation for exploring the complex interactions between teacher leadership and self-efficacy. To enhance the breadth and depth of the literature review and capture a broader spectrum of academic work, the research was extended to include ERIC, known for its extensive educational resources, and Google Scholar, which offers access to a wide range of academic publications including those potentially not indexed by more traditional databases.

The selection of the literature began with an intent to survey studies published since 2004, marking the year of a seminal review by York-Barr and Duke on teacher leadership [26]. However, the actual search revealed that the earliest relevant studies only began appearing in 2012, and none that met the thematic criteria before 2013. Consequently, the timeline was adjusted to focus on publications from 2013 to 2024 to ensure the inclusion of the most pertinent and contemporary studies. This timeframe adjustment was crucial for representing the latest theoretical and practical advancements in teacher leadership and self-efficacy.

The search strategy was meticulously refined to encompass a broad spectrum of the literature addressing the intricate dimensions of teacher leadership and diverse interpretations of self-efficacy. Keywords were carefully selected across all databases to maximize the retrieval of relevant articles, ensuring a comprehensive capture of both broad and specific studies pertinent to the research themes. This strategic approach yielded a total of 1007 articles, demonstrating the significant role these databases play in covering the topics relevant to our research objectives. Following rigorous screening, only 11 studies met the stringent inclusion criteria. The details of the initial records retrieved and the final selected studies are summarized in

Table 1. Summary of database searches and selected records.

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

, which illustrates the rigorous nature of our literature selection process and underscores the critical role these databases played in underpinning the review.

3.4. Inclusion and Exclusion Criteria

The inclusion and exclusion criteria were established to ensure the selection of relevant and high-quality studies. These criteria are detailed in

Table 2. Inclusion and exclusion criteria.

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

.

3.5. Screening and Selection Process

The screening was rigorously structured, as depicted in the PRISMA flow diagram (Figure 1), to ensure an unbiased and systematic selection of studies for inclusion in the review [51].

3.6. Evaluation Criteria

Each study was critically appraised using a set of criteria adapted from Kmet et al. [51] to ensure they met high methodological standards. This involved scoring studies on a scale from 0 to 2 across various dimensions such as clarity of research objectives, appropriateness of research design, and credibility of findings, as summarized in

Table 3. Qualitative checklist.

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

. The overall quality score for each study was calculated, with studies scoring 75% or higher deemed high-quality. This methodical scoring system underscores our commitment to including only rigorously researched studies in our analysis.

3.7. Data Extraction and Synthesis

Data extraction involved systematically reviewing each included study to extract relevant information about the research design, methods, and findings. A detailed summary of each study, including its design method and evaluation score, is provided in

Table 4. Evaluation of selected studies.

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

.

4. Research Findings

This section consolidates the insights gleaned from a systematic review of the literature, outlining the complex interplay between teacher leadership and self-efficacy across different educational and cultural contexts. The empirical evidence, as systematically detailed in

Table 5. Summary of reviewed studies on teacher leadership and self-efficacy.

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

, served as a robust basis for the nuanced analysis presented herein.

4.1. Interplay between Teacher Leadership and Self-Efficacy across Contexts

Quantitative methods, including surveys and structural equation modeling (SEM), reveal a significant bidirectional relationship between teacher leadership and self-efficacy [17,52]. Leadership roles enhance self-efficacy, which in turn positively influences leadership behaviors and professional practices [56]. This mutual reinforcement indicates that teachers with higher self-efficacy are predisposed to embrace leadership roles, thereby enhancing their professional growth and effectiveness.

The influence of cultural and educational settings plays a critical role in mediating the dynamics between teacher leadership and self-efficacy. In collectivist cultures, distributed and collaborative leadership styles significantly boost self-efficacy and teamwork. For instance, Zheng and Luo demonstrated that departmental professional learning communities in Chinese schools substantially enhance teacher self-efficacy [60], highlighting the impact of collaborative leadership in these environments. Conversely, in more individualistic settings, explicit leadership behaviors that focus on individual achievements are prevalent and crucial in enhancing self-efficacy. Li and Liu discuss how transformational leadership by principals in a Chinese context—a seeming anomaly given China’s collectivist culture—boosts teacher self-efficacy through explicit teacher leadership, reflecting the influence of individual empowerment and recognition [55].

These cultural variations underscore the need for educational policies that are responsive to cultural contexts, facilitating tailored approaches to teacher leadership and self-efficacy development. Educational leaders and policymakers must recognize these dynamics if they are to implement effective professional development programs that are culturally aligned and supportive of both teacher and organizational growth.

4.2. Mediating and Moderating Influences, and Educational Variability

Institutional support and professional development opportunities are pivotal as mediators in the efficacy of teacher leadership initiatives. Extensive research has shown that institutions that actively provide resources, training, and encouragement for teacher leadership not only bolster the confidence of educators but also foster an environment where these roles can be effectively executed [61]. For example, Gordon highlights that systematic professional development programs tailored to leadership skills significantly increase teachers’ self-efficacy, thereby enhancing their ability to lead initiatives and effect change within their schools [62].

Moreover, individual characteristics such as teaching experience and educational background serve as critical moderators in the relationship between teacher leadership and self-efficacy. Experienced educators, having navigated various classroom and administrative challenges, tend to exhibit higher levels of self-efficacy and are more adept at assuming leadership roles [4]. Conversely, novice teachers often require more structured support to develop these skills. Educational background also plays a crucial role; teachers with advanced degrees in education leadership or related fields are typically better prepared and more inclined towards embracing leadership roles, thus impacting the magnitude and direction of the leadership–efficacy relationship [55,59].

The expression of teacher leadership and self-efficacy varies significantly across different educational levels, reflecting the divergent structures and autonomy afforded to teachers [63]. In higher education, the greater autonomy and lesser direct oversight allow for more pronounced leadership development among faculty members, who are encouraged to undertake roles that influence curriculum design and policy implementation [49,61]. In contrast, primary and secondary educational settings often have more regulated structures, where the scope for individual teacher leadership is limited by stringent curricular demands and administrative controls, potentially constraining the expression and development of teacher leadership and self-efficacy [59,60].

4.3. Challenges, Future Research Directions, and Practical Implications

Current research into teacher leadership and self-efficacy is often limited by methodological constraints and cultural homogeneity, which can skew findings and diminish their applicability across diverse educational settings [64]. Studies typically employ cross-sectional designs that capture only snapshots of these variables at specific points in time, hindering a deeper understanding of their dynamic and evolving nature. Additionally, the focus on culturally homogenous groups restricts the generalizability of outcomes, underscoring the need for a more varied cultural representation in research cohorts.

To overcome these shortcomings, future studies should embrace longitudinal and mixed-methods approaches. Longitudinal research would track the progression of teacher leadership and self-efficacy over time, shedding light on causal relationships and the long-term effects of educational interventions [65]. Simultaneously, mixed-methods research could supplement quantitative findings with qualitative insights, thereby capturing the nuanced experiences of educators that surveys alone may fail to reveal. These methodological advancements are essential for a more comprehensive exploration of the complexities associated with teacher leadership and self-efficacy.

Furthermore, broadening the scope of research to include diverse cultural backgrounds is crucial. Doing so will not only enhance the universality of the findings but also aid in the development of culturally sensitive teacher development programs. These programs are key to establishing educational practices and policies that are attuned to the unique cultural and contextual nuances of various educational systems globally [38,53]. By incorporating cultural diversity into research, scholars can help forge an inclusive and effective international educational framework, promoting sustainable practices that leverage cultural distinctions for educational advancement [56].

5. Discussion

5.1. Complex Dynamics of Teacher Leadership and Self-Efficacy

This systematic review has meticulously elucidated the intricate and substantial relationship between teacher leadership and self-efficacy, confirming its prevalence across diverse educational contexts, from primary education to higher institutions in both the United States and China [53]. The findings consistently demonstrate that effective leadership practices significantly enhance teacher self-efficacy, which, in turn, positively impacts student academic outcomes. This evidence robustly supports the view that teacher leadership is not only pivotal in boosting individual teacher self-efficacy but also serves as a foundational element for enhancing broader educational efficacy across various educational levels and cultural settings [33,64].

Furthermore, the reciprocal influence of self-efficacy on leadership behaviors establishes a virtuous cycle. Teachers who exhibit high self-efficacy are predisposed to embrace and excel in leadership roles, thereby fostering a culture of enhanced professional engagement and satisfaction. This cyclical interaction significantly contributes to the development of a dynamic educational environment where continuous professional growth and increased job satisfaction are interlinked [66]. Such a culture not only motivates teachers to aspire towards leadership roles but also enhances their capacity to positively influence their peers and students.

This comprehensive analysis directly addresses the research question concerning the mutual influences of teacher leadership and self-efficacy within educational settings. It highlights the transformative potential of nurturing leadership qualities in teachers as a strategy for educational reform [17]. By empowering teachers with the skills and confidence to lead, educational institutions can catalyze significant improvements in teaching practices, student learning outcomes, and overall school performance. This approach underscores the critical role of teacher leadership and self-efficacy in fostering an educational atmosphere that promotes continual professional development, collaborative learning, and academic excellence.

5.2. Cultural Contexts and Their Influence on Educational Leadership

The dynamics between teacher leadership and self-efficacy are profoundly influenced by the cultural and educational frameworks within which they operate. Our systematic review has highlighted clear distinctions in how these dynamics manifest across different cultural contexts [65,67]. In East Asian cultures, which predominantly uphold collectivist values, distributed and collaborative leadership styles have been found to be particularly effective. These styles not only enhance self-efficacy among educators but also significantly boost collaborative capabilities, fostering a communal approach to educational challenges and goals. Studies from countries like China and Japan underscore the success of these collaborative frameworks in enhancing the collective efficacy of teacher teams, thereby promoting an integrated educational environment [68,69].

Conversely, in Western cultures, which are characterized by individualistic values, leadership dynamics take on a different form. Here, explicit leadership behaviors that emphasize individual achievements and personal accountability are more prevalent and have been shown to effectively promote self-efficacy [70]. Such leadership styles cater to the cultural propensity for individual recognition and success, supporting the development of self-reliance and personal leadership skills among educators. This distinction highlights how cultural orientations can shape the efficacy of leadership styles and the mechanisms through which self-efficacy is enhanced, suggesting that what works in one cultural context may not be as effective in another [47].

5.3. Strategic Implications for Educational Practice and Policy

Reflecting on the insights garnered from this extensive review, the implications for crafting and enacting educational strategies and policies are substantial and varied [71]. To capitalize effectively on the advantages of augmented teacher leadership and self-efficacy, it is critical that professional development programs are intricately tailored to address the distinctive needs of diverse educational and cultural landscapes. For instance, in settings dominated by collectivist values, initiatives should prioritize cultivating collaborative leadership skills essential for these environments [43,44]. Programs in such contexts ought to promote a culture of shared responsibility and mutual support, values that are deeply esteemed within these communities.

In contrast, environments characterized by individualistic values, where personal achievement and autonomy are celebrated, should see the design of professional development programs that emphasize fortifying individual leadership qualities [72]. These initiatives should foster self-reliance and encourage educators to cultivate their distinct leadership styles, thereby ensuring that such training not only aligns with cultural expectations but also maximizes the enhancement of self-efficacy among educators [45,46].

Moreover, advancing teacher leadership and self-efficacy necessitates educational policies that support the allocation of adequate resources, the cultivation of supportive educational cultures, and the formulation of policies that advocate for both collaborative and individualistic leadership styles as needed [73]. The integration of robust support mechanisms within educational institutions, such as mentorship programs, peer support groups, and ongoing professional development opportunities, is imperative [50,74]. These strategic measures significantly bolster teachers’ self-efficacy and leadership skills, thereby enriching the educational environment and fostering conditions conducive to sustained growth and professional excellence [2,18]. This holistic strategy directly responds to our third research query regarding the practical implications of the dynamic interaction between teacher leadership and self-efficacy in formulating effective educational policies and practices [34].

6. Conclusions

6.1. Key Interactions between Teacher Leadership and Self-Efficacy

This systematic review substantiates a robust interplay between teacher leadership and self-efficacy, evident across diverse educational contexts. Extensive research illustrates that teacher leadership not only boosts individual self-efficacy but also promotes leadership behaviors that contribute significantly to a vibrant educational atmosphere [12,52]. This reciprocal relationship, however, exhibits notable variability when viewed through the lens of cultural contexts. In collectivist societies, leadership tends to be more collaborative, enhancing collective efficacy and teamwork, which in turn reinforces communal bonds and shared educational goals [43,72]. Conversely, in individualistic cultures, the emphasis on personal achievement and individual growth tends to shape leadership strategies toward personal empowerment and individual accolades [70,72]. These findings highlight the adaptive nature of educational leadership strategies, allowing them to align with the prevailing cultural norms, and underscores the need for culturally informed leadership training programs.

6.2. Strategic Implications for Enhancing Educational Practices

Effective educational strategies that are tailored to enhance teacher leadership and self-efficacy are paramount for educational success. Policymakers and educational administrators are urged to design and implement professional development programs that address the specific needs of teachers across various educational contexts [75]. These programs should not only provide resources but also cultivate supportive school cultures that encourage collaborative and effective leadership. Additionally, there is a pressing need for the implementation of structured support systems, such as mentorship programs and leadership training workshops [55,59]. These initiatives are crucial for boosting teachers’ confidence and capabilities in leadership roles, thereby advancing educational practices and improving outcomes [9,76]. Such strategic support is essential for sustaining innovation and adaptability in educational institutions aiming to meet contemporary educational demands and challenges.

6.3. Future Directions and Limitations

Although this review provides insightful contributions, it is constrained by limited sample sizes and context-specific settings, which may impact the generalizability of the findings. To address these limitations and bolster future research, it is recommended that subsequent studies incorporate longitudinal and mixed-methods designs [77,78]. For instance, longitudinal studies could be implemented across various cultural contexts to observe the evolution of teacher leadership and self-efficacy over time and how these dynamics are influenced by educational policies and practices [79]. Specifically, comparative studies between countries with strong collectivist values and those with pronounced individualistic tendencies could reveal how cultural differences shape teacher behaviors and self-efficacy [8].

Moreover, mixed-methods research could be designed to operate in varied educational settings, such as urban versus rural schools or international comparative studies, to provide a rich, contextual understanding of teacher leadership and self-efficacy [45,46]. This methodology would combine quantitative surveys to assess the broad patterns of teacher efficacy with qualitative interviews to gain deep insights into the individual and cultural factors influencing teacher leadership [38,53]. Such an approach would not only validate the quantitative findings but also enrich the narrative by incorporating personal experiences and contextual specifics. By integrating diverse data sources, this robust research design would offer a more comprehensive view of how educational environments shape teacher roles and effectiveness, thereby providing valuable guidance for policy and practice in educational systems worldwide [54,55].

Additionally, considering the growing significance of AI technologies in educational settings, future research should explore how AI-driven analytics and interactive learning platforms could enhance teacher leadership and self-efficacy. Such studies could investigate the implementation of AI tools in multicultural educational environments to personalize teaching strategies and examine their effects on teacher self-efficacy [80,81]. This research would not only test the practical utility of AI tools but also provide actionable guidance on integrating these technologies into the evolving educational landscape of the 21st century.