Linear and nonlinear dynamics between principal instructional leadership, teacher professional learning and teacher self-efficacy: a complexity theory approach

Purpose The study used complexity theory to examine direct and indirect linear and nonlinear relationships among principal instructional leadership, teacher professional learning and teacher self-efficacy. Design/methodology/approach This cross-sectional study collects survey data from 418 teachers in 48 Malaysian primary and secondary schools. Partial least squares structural equation modeling was used to analyze linear and nonlinear relationships among the variables. Findings All direct and indirect linear relationships between principal instructional leadership, teacher self-efficacy and teacher professional learning were significant. The discovery of significant linear, nonlinear and bidirectional relationships suggests that the influence of principal instructional leadership is not uniform and that the relationship between teacher self-efficacy and teacher learning may be reciprocal. Practical implications These findings underscore the need for context-sensitive, differentiated leadership strategies. Originality/value The findings extend prevailing assumptions by suggesting that the effects of instructional leadership on teacher self-efficacy and professional learning are nonlinear, context-specific, and reciprocal.