What factors mediate the relationship between leadership for learning and teacher professional development? Evidence from meta-analytic structural equation modelling

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 an..