The relationship between instructional leadership and teachers’ self-efficacy and job satisfaction: does school culture make a difference?

This study examines the relationship between instructional leadership and teachers’ self-efficacy and job satisfaction, with the moderating role of collaborative school culture across 47 countries participating in the 2018 TALIS survey. Findings reveal that instructional leadership and teacher self-efficacy have a significantly positive relationship, while instructional leadership’s relationship with job satisfaction is negative, albeit very small. Collaborative school culture is significantly and positively associated with both outcomes, self-efficacy and job satisfaction, and moderates these relationships. The results confirm the positive relationship between instructional leadership and teacher efficacy identified by the extant literature, highlighting that the relationship is stronger in collaborative environments. In addition, the results imply that a collaborative school culture is a vital condition to establish a positive relationship between instructional leadership and job satisfaction. Overall, the study provides valuable insights for practitioners and policymakers regarding the importance of a supportive culture for leadership effectiveness.