HOW SUPPORTIVE LEADERSHIP SHAPES TEACHER PERFORMANCE IN RURAL SCHOOLS: SEQUENTIAL MEDIATION THROUGH PROFESSIONAL DEVELOPMENT AND SELF-EFFICACY
DOI:
https://doi.org/10.35631/IJEPC.1163073Keywords:
China, Professional Development, Self-Efficacy, Supportive Leadership, Rural Schools, Teacher PerformanceAbstract
The main aim of this study is to examine the sequential mediation of teachers' professional development and teacher self-efficacy on the relationship between supportive leadership and teacher performance. The study was conducted among schoolteachers in rural areas in Wenzhou, China. Quota sampling technique was employed. A total of 424 self-administered questionnaires were collected from the rural teachers. The results indicated that supportive leadership is positively related to teacher professional development and teacher performance. Teacher professional development is positively related to teacher self-efficacy. A positive relationship was found between teacher self-efficacy and teacher performance as well. Moreover, the relationship between supportive leadership and teacher performance is mediated by teacher professional development and teacher self-efficacy. The findings highlight the importance of cultivating supportive leadership among school principals in rural contexts, as it can foster teachers’ professional development through targeted programs and initiatives that enhance self-efficacy and, in turn, improve teachers’ performance. This study contributes to the existing body of knowledge, particularly in educational leadership literature, by highlighting the critical role of principal-led professional development in enhancing teacher self-efficacy and performance. It further adds to the literature by extending the leadership-performance model, providing empirical evidence that supports the serial mediation effect of professional development and self-efficacy.
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