Perceived instructional leadership and teacher self-efficacy of online teaching in Taiwan: Mediating effects of teacher professional community

This study aimed to examine the mediating effects of teacher professional community on the relationship between perceived instructional leadership and teacher self-efficacy of online teaching in Taiwan. Data were collected from elementary and middle school teachers via an online survey using a questionnaire designed with well-developed scales. Analysis showed that perceived instructional leadership has no direct effect on teacher self-efficacy and that teacher professional community mediates fully the relationship between perceived instructional leadership and teacher self-efficacy. Among the four teacher professional community components examined, shared norms showed the most significant mediating effect. Results also revealed no significant difference in the relationships between variables across teachers in elementary and middle schools. Implications for school leadership and teacher learning are discussed.