Research suggests that principal leadership behaviors affect teachers’ professional emotion (e.g., teacher efficacy and job satisfaction). Drawing on PISA 2015 data from 8447 teachers and 256 principals in Germany and 6423 teachers and 268 principals in China, this study explores the conceptual constructs of principal leadership, and teacher efficacy (self and collective) and job satisfaction via confirmatory factor analysis (CFA). Subsequently, it examines the relationships between principal leadership behaviors and these teacher emotional outcomes through multilevel structural equation modeling (MSEM). The results reveal that Germany and China share a similar leadership conceptual construct, encompassing setting vision/goals for school, instructional leadership, and developing people. In both contexts, effective leadership combines setting vision/goals and instructional leadership. However, cross-country differences emerged: setting vision/goals was positively associated with teacher job satisfaction in Germany but with teacher collective efficacy in China. Instructional leadership positively predicted teacher collective efficacy in Germany, whereas it predicted both self- and collective efficacy in China. Chinese principals should notice the negative effects of developing people initiatives on teacher collective efficacy and job satisfaction. Future research and practice should focus more on the culturally situated interpretation of leadership behaviors rather than on the behaviors in isolation.
Chen et al. (Wed,) studied this question.