Configuring effects of learning-centred leadership in promoting teacher professional learning and teacher self-efficacy

Abstract

Comprehensive investigation of configuring effects of the learning-centred leadership that could sufficiently explain teacher outcomes has not been adequately addressed in the literature. Drawing on complexity theory, this study aims to investigate how the four dimensions of learning-centred leadership combine to lead to increased teacher professional learning and teacher self-efficacy using a combination of symmetric and asymmetric approaches. Data were collected from 453 secondary school teachers in Penang, Malaysia. The partial least squares structural equation modelling revealed the leadership support dimension has a significant positive effect on teacher professional learning. The modelling dimension has a significant positive effect on teacher professional learning and teacher self-efficacy. Fuzzy set-qualitative comparative analysis informed four configuring effects of learning-centred leadership dimensions on teacher professional learning, including a combination of high level of managing the learning programme and low level of building a learning vision leads to generate a high level of teacher professional learning. Likewise, there are four configuring effects of learning-centred leadership dimensions on teacher self-efficacy. This study contributes to the literature by advancing the theoretical foundation of how the learning-centred leadership dimensions combine to better explain high level of teacher professional learning and teacher self-efficacy.