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Separate investigations into the antecedents of teacher leadership and the consequences of teacher leadership for teacher outcomes have limited a more comprehensive knowledge production in the literature. This study aims to investigate teacher leadership with the antecedents of learning-centered leadership through collective teacher efficacy and its impact on teacher professional learning in a structural model. Data were collected from 650 teachers in Changsha, China using a multistage sampling method. This study used partial least squares structural equation modeling for data analysis. The findings showed that principal learning-centered leadership has a positive and significant direct effect on teacher leadership. Collective teacher efficacy has significantly mediated the relationship between learning-centered leadership and teacher leadership. Teacher leadership has a positive and direct effect on teacher professional learning. This study has provided the direction for the school principals to initiate strategies to promote teacher professional learning through teacher leadership, particularly in Asian societies. Limitations and future studies were discussed.
Ding et al. (Mon,) studied this question.