Influence of school leadership on collective teacher efficacy: a cross-cultural meta-analysis

다국어 초록 (Multilingual Abstract)

The existing literature provides compelling evidence on the efect of school leadership on the collective efcacy of teachers, which is highly correlated with teaching–learning outcomes. However, the results of studies that examined the relationship between these variables have not reached a consensus. Therefore, the main objective of this study is to determine the extent to which school leadership infuences collective teacher efcacy through a meta-analysis. The study identifed 47 research articles with a total of 25,645 respondents. The results suggest a large-level efect of school leadership behaviors on collective teacher efcacy. Moreover, three variables; leadership style, country culture, and school level, moderate the efect of school leadership on collective teacher efcacy. Especially, the impact of instructional leadership is stronger than those of transformational and other types of leadership. In addition, the magnitude impact of school leadership on collectivist culture is larger than that of individualistic culture. Furthermore, the fndings suggest that the main efect size of school leadership on teacher collective efcacy in high schools is greater than those in other school levels. Lastly, the paper presents the implications and limitations of this study as well as recommendations for future research.

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