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The Relationship Between Distributed Leadership and Teacher Efficacy in China: The Mediation of Satisfaction and Trust

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Abstract

This study explored the relationship between distributed leadership and teachers’ sense of self-efficacy, with a focus on the mediating roles of job satisfaction and trust in the principal in the context of mainland China. Five hundred and seventy elementary school teachers in South China participated in a survey. The results show that distributed leadership has indirect effects on teachers’ self-efficacy, and that these effects are significantly mediated by job satisfaction and trust in the principal. The results highlight the importance of distributed leadership and trust in the principal in the Chinese context. Implications for the improvement of leadership practices are discussed.

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Funding

This research was supported by Fundamental Research Funds for the Central Universities (SWU1809677), and Humanity and Social Science Youth Foundation Under Ministry of Education of China (19YJC880131).

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Authors and Affiliations

  1. Faculty of Education, Southwest University, Chongqing, China

    Xin Zheng

  2. Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Room 407, Ho Tim Building, Shatin, NT, Hong Kong, China

    Hongbiao Yin

  3. Faculty of Psychology, Southwest University, No.2 Tiansheng Road Beibei District, Chongqing, China

    Yuan Liu

Authors
  1. Xin Zheng
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  2. Hongbiao Yin
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  3. Yuan Liu
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Correspondence to Yuan Liu.

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Zheng, X., Yin, H. & Liu, Y. The Relationship Between Distributed Leadership and Teacher Efficacy in China: The Mediation of Satisfaction and Trust. Asia-Pacific Edu Res 28, 509–518 (2019). https://doi.org/10.1007/s40299-019-00451-7

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