Linear and nonlinear dynamics between principal instructional leadership, teacher professional learning and teacher self-efficacy: a complexity theory approach
1
Issued Date
2025-01-01
Resource Type
ISSN
09578234
Scopus ID
2-s2.0-105025456335
Journal Title
Journal of Educational Administration
Start Page
1
End Page
16
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of Educational Administration (2025) , 1-16
Suggested Citation
Thien L.M., Hallinger P. Linear and nonlinear dynamics between principal instructional leadership, teacher professional learning and teacher self-efficacy: a complexity theory approach. Journal of Educational Administration (2025) , 1-16. 16. doi:10.1108/JEA-06-2025-0248 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/113751
Title
Linear and nonlinear dynamics between principal instructional leadership, teacher professional learning and teacher self-efficacy: a complexity theory approach
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Author's Affiliation
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Abstract
Purpose – The study used complexity theory to examine direct and indirect linear and nonlinear relationships among principal instructional leadership, teacher professional learning and teacher self-efficacy. Design/methodology/approach – This cross-sectional study collects survey data from 418 teachers in 48 Malaysian primary and secondary schools. Partial least squares structural equation modeling was used to analyze linear and nonlinear relationships among the variables. Findings – All direct and indirect linear relationships between principal instructional leadership, teacher self-efficacy and teacher professional learning were significant. The discovery of significant linear, nonlinear and bidirectional relationships suggests that the influence of principal instructional leadership is not uniform and that the relationship between teacher self-efficacy and teacher learning may be reciprocal. Practical implications – These findings underscore the need for context-sensitive, differentiated leadership strategies. Originality/value – The findings extend prevailing assumptions by suggesting that the effects of instructional leadership on teacher self-efficacy and professional learning are nonlinear, context-specific, and reciprocal.