Although the knowledge base on instructional leadership is quite well developed in Western societies empirical studies have only recently begun to emerge in the developing societies of Asia, Africa and Latin America. The current study was undertaken to fill a gap in leadership research in Iran, where there have been no prior studies of principal instructional leadership (PIL). The current study sought to understand the relationship between principal self-efficacy, instructional leadership, teacher collective efficacy and teacher organizational commitment in Iranian primary schools. Survey data collected from 111 principals and 345 teachers were analyzed using confirmatory factor analysis and structural equation modeling (SEM). The results confirmed the proposed conceptual model affirming the impact of both principal and teacher beliefs (i.e. self-efficacy) on their behaviors and on teacher commitment. More specifically, the SEM results identified robust, positive and statistically significant relationships among the constructs. These findings extend prior research by revealing how leader self-efficacy beliefs and instructional leadership behaviors interact to shape collective teacher efficacy and commitment. This research makes a distinct contribution not only to school leadership research in Iran, but also to the growing body of research on the effects of PIL in non-Western, developing societies.

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The current study examines how teachers’ professional wellbeing is affected by teacher-level and school-level factors using the TALIS 2018 data. Teacher-level factors consist of teachers’ instructional practices and teachers’ professional practices and school-level factors include school climate, school leadership styles and workload. The Hierarchical Linear Modeling (HLM) was used to examine whether the principals’ leadership, school climate and workload and teachers’ instructional practices and teachers’ professional practices explain the variation in teacher self-efficacy, teacher job satisfaction, and motivation and perceptions net of several important teacher-level and school-level control variables. The results revealed that both the teacher- and school-level factors were significantly related to teachers’ professional wellbeing. These findings were discussed concerning five countries of Canada, China, Finland, Japan and Singapore. The implications of the findings for improving teachers’ professional wellbeing are discussed.

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