Digital era learner-centered leadership and teachers’ efficacy: the mediating role of teachers’ professional learning

Chan Pui Yee0000-0002-2615-5217Cheah Phaik Kin0000-0002-6888-5285Yuen Onn Choong2024-12-272024-12-272024-12-0610.1108/JPCC-06-2024-0090https://dspace-cris.utar.edu.my/handle/123456789/8419PurposeThis research aimed to investigate how learning-centered leadership influences teachers’ self-efficacy, with a focus on the mediating role of teachers’ professional learning in Malaysian national secondary schools. Given the continuously evolving educational environment and the integration of technology, teachers’ self-efficacy is of utmost importance.Design/methodology/approachThe data for this study were collected from a sample of 430 secondary school teachers in Malaysia, and the analysis was conducted using partial least squares structural equation modeling (PLS-SEM).FindingsThe research revealed significant relationships between variables: learning-centered leadership positively related to teachers’ professional learning, which, in turn, positively influences teachers’ self-efficacy. Interestingly, the study found that the direct relationship between learning-centered leadership and teachers’ self-efficacy was not significant. These findings highlight the crucial mediating role of teachers’ professional learning in the relationship between learning-centered leadership and teachers’ self-efficacy.Originality/valueThese findings provide important insights into the factors that enhance teachers’ self-efficacy and competence, especially within the dynamic environment of schools.Digital era learner-centered leadership and teachers’ efficacy: the mediating role of teachers’ professional learningjournal-article