The Role of Instructional Leadership in Enhancing Teachers’ Self-Efficacy: An Empirical Review
DOI:
https://doi.org/10.70148/rise.v2i3.5Keywords:
teacher self-efficacy, headteachers, school learning climate, instructional leadershipAbstract
Instructional leadership plays a vital role in education as it significantly influences teachers’ self-efficacy, particularly in enhancing their motivation and performance. This study aims to determine the level of headteachers’ instructional leadership practices and teachers’ self-efficacy. It also examines the relationship between these two variables and identifies key instructional leadership factors contributing to teachers’ self-efficacy. This research adopted a cross-sectional survey design grounded in a quantitative methodology. Survey questionnaires were distributed to 80 primary school teachers in the district of Tuaran, Sabah. Findings revealed that both the level of instructional leadership practices and teachers’ self-efficacy were high. Pearson correlation analysis showed a significant positive relationship between headteachers’ instructional leadership and teachers’ self-efficacy. Multiple regression analysis further identified that the dimension of creating a conducive school learning climate has the greatest influence to enhance teachers’ self-efficacy. These findings suggest that effective instructional leadership is essential in fostering teachers’ confidence and performance. Implications from the study urge the Ministry of Education to refine educational policies, offer leadership training, and improve school practices. In conclusion, headteachers must adopt creative and innovative instructional leadership approaches to strengthen teachers’ self-efficacy and improve overall school effectiveness.
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