What Factors Mediate the Relationship between Leadership for Learning and Teacher Professional Development? Evidence from Meta-Analytic Structural Equation Modelling
Saved in:
| Title: | What Factors Mediate the Relationship between Leadership for Learning and Teacher Professional Development? Evidence from Meta-Analytic Structural Equation Modelling |
|---|---|
| Language: | English |
| Authors: | Turgut Karakose (ORCID |
| Source: | Educational Management Administration & Leadership. 2026 54(3):907-930. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Instructional Leadership, Faculty Development, Teacher Effectiveness, Self Efficacy, Teacher Leadership, Meta Analysis, Structural Equation Models, Effect Size |
| DOI: | 10.1177/17411432241308461 |
| ISSN: | 1741-1432 1741-1440 |
| Abstract: | Leadership and teacher professional development are two of the most significant factors influencing student outcomes. This study adopted leadership for learning as its theoretical framework to investigate the effect of leadership on teachers' engagement with teacher professional development, and the mediating roles of teacher self-efficacy and collective teacher efficacy in this relationship. With this purpose, the study employed meta-analytical structural equation modelling on data from 102 studies with a sample size of 100,211 participants from 23 countries. The results indicated that leadership for learning had a 'large' effect on teacher professional development, teacher self-efficacy and collective teacher efficacy. Similarly, a significant relationship was found between teacher professional development, teacher self-efficacy and collective teacher efficacy as well as between teacher self-efficacy and collective teacher efficacy. These results supported both the study hypothesis and the results evident in the literature. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505199 |
| Database: | ERIC |
| Abstract: | Leadership and teacher professional development are two of the most significant factors influencing student outcomes. This study adopted leadership for learning as its theoretical framework to investigate the effect of leadership on teachers' engagement with teacher professional development, and the mediating roles of teacher self-efficacy and collective teacher efficacy in this relationship. With this purpose, the study employed meta-analytical structural equation modelling on data from 102 studies with a sample size of 100,211 participants from 23 countries. The results indicated that leadership for learning had a 'large' effect on teacher professional development, teacher self-efficacy and collective teacher efficacy. Similarly, a significant relationship was found between teacher professional development, teacher self-efficacy and collective teacher efficacy as well as between teacher self-efficacy and collective teacher efficacy. These results supported both the study hypothesis and the results evident in the literature. |
|---|---|
| ISSN: | 1741-1432 1741-1440 |
| DOI: | 10.1177/17411432241308461 |
