Predicting Teacher Well-Being Through Teacher Leadership and Collective Teacher Efficacy

Teacher well-being has emerged as a critical determinant of teacher success and educational quality throughout the previous decade (Hascher et al., 2021). While individual factors like self-efficacy and emotional regulation are well-documented predictors of teacher well-being, collective dynamics such as teacher leadership and collective efficacy remain understudied in their predictive capacity. This study investigates whether these variables independently predict psychological well-being among Iranian EFL teachers, while identifying their relative predictive strength. Using validated instruments, 186 participants completed the Teacher Leadership Inventory (Angelle & DeHart, 2010), Perceived Collective Teacher Efficacy Scale (Skaalvik & Skaalvik, 2007), and Index of Psychological Well-Being at Work (Dagenais-Desmarais & Savoie, 2012). Multiple regression analysis demonstrated that both variables significantly predict well-being, with collective efficacy demonstrating stronger predictive power. The study highlights the significance of fostering school-wide coordination and leadership structures that promote collective agency. Implications include integrating collaborative professional development programs and leadership training to enhance psychological well-being of teachers.