Hu Wanying
ABSTRACT
Understanding the interplay between teachers’ instructional leadership styles and their self-efficacy is crucial for enhancing educational quality and promoting professional growth among educators. Teachers with high self-efficacy are more likely to embrace innovative teaching methods, adapt to diverse student needs, and maintain high levels of engagement and motivation. These qualities are essential for effective instructional leadership styles, as they enable teachers to lead by example, mentor their peers, and drive continuous improvement in their teaching practices. This mixed-methods research investigated the relationship between teachers’ instructional leadership styles and their self-efficacy at Guangzhou Institute of Science and Technology during the academic year 2024-2025. A descriptive-correlational design was employed in the quantitative phase to assess the relationship between instructional leadership styles (directive, supportive, participative, and achievement-oriented) and self-efficacy. Results revealed that teachers demonstrated a high level of instructional leadership across all dimensions, showcasing their effectiveness in guiding, supporting, collaborating, and achieving instructional goals. Participants also exhibited high self-efficacy, reflecting confidence in managing teaching tasks, classroom dynamics, and fostering student learning. Moreover, a statistically significant positive correlation was found between teachers’ instructional leadership styles and self-efficacy, indicating that stronger instructional leadership styles enhance teachers’ self-efficacy. Challenges identified included balancing leadership responsibilities with instructional duties and addressing diverse classroom needs. Based on these findings, an action plan was proposed to enhance instructional leadership and self-efficacy through targeted training and resource allocation.
Keywords: Achievement-oriented style, directive style, instructional leadership, participative style, self-efficacy, supportive style
https://doi.org/10.57180/epfd8086