The Relationship Among Distributed Leadership, Teachers' Self-Efficacy, and Teachers' Job Satisfaction

Abstract

Using TALIS (Teaching and Learning International Survey) 2013 data collected from Korean middle school teachers, this paper explores the relationship among distributed leadership, teachers' self-efficacy, and teachers' job satisfaction. The results from using the structural equation modeling showed that distributed leadership had a positive effect on teachers' job satisfaction. Additionally, distributed leadership had a positive effect on teachers' self-efficacy.Further, teachers' self-efficacy had a positive effect on teachers' job satisfaction. Finally, teachers' self-efficacy conducted a mediating variable between distributed leadership and teachers' job satisfaction. The results from the study suggest that policy for enhancing teachers' self-efficacy is needed as well as active implementation of distributed leadership in school as a way to increase teachers' job satisfaction.

Rural and Urban Kindergarten Teachers’ Self-Efficacy: Implications for the Implementation of the Standard-Based Curriculum in Ghana

“…It is, therefore, suggested that the Ghana Education Service should strengthen and provide the needed resources for kindergarten teachers to engage in professional learning communities to promote collegiality among teachers, share learning experiences, develop collaborative skills, and enhance their professional competencies and practices. Again, distributed leadership in schools has been recognized as one of the many ways to increase teacher job satisfaction (Asmuri & Hamzah, 2022;Kang, 2019). It is the sharing of leadership responsibilities among the staff of the kindergarten schools rather than being centralized in one person (Bush & Ng, 2019;Dambrauskiene, 2019).…”