ESTABLISHING THE CONNECTION BETWEEN TEACHER LEADERSHIP AND STUDENTS’ SELF-EFFICACY - INVESTIGATING THE MEDIATING ROLES OF STUDENTS’ CAREER ADAPTABILITY

Oct 15, 2026

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This paper investigates how teacher leadership affects students’ self-efficacy, emphasizing students’ career adaptability as a mediating mechanism. Using a cross-sectional survey design, the study applies quantitative analysis to data collected from 221 students at a public university. Confirmatory factor analysis and structural equation modeling are used to test the relationships among variables. Results show teacher leadership has direct and indirect effects on self-efficacy through career adaptability, positioning adaptability as a valuable mediator that strengthens students’ developmental outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Review of Literature

Teacher Leadership

ESTABLISHING THE CONNECTION BETWEEN TEACHER LEADERSHIP AND STUDENTS’ SELF-EFFICACY: INVESTIGATING THE MEDIATING ROLES OF STUDENTS’ CAREER ADAPTABILITY ERKAN ÖZALP Eskişehir Osmangazi University, Turkey HAMIT ÖZEN Eskişehir Osmangazi University, Turkey SELAHATTIN TURAN Bursa Uludağ University, Turkey ABSTRACT This paper investigates the impact of teacher leadership on students’ self-efficacy, considering the intermediary functions of students’ career adaptability. Utilizing a cross-sectional survey approach, this study emphasizes quantitative analytical techniques to scrutinize the data procured from 221 students in a public university. Confirmatory factor analysis alongside structural equation modeling methodologies was employed. The results indicated that, in particular, teacher leadership has direct and indirect effects on students' self-efficacy through career adaptability. This study concludes that firstly, teacher-classroom leadership makes a difference in students' selfefficacy, and secondly, career adaptability is a valuable mediating factor that increases the degree of difference. INTRODUCTION Over recent decades, educational research has devoted significant attention to the concept of teacher leadership (TL) . The evidence base for the positive impact of teacher leadership on a range of outcomes has grown considerably over time. Studies have demonstrated that it can enhance academic performance (Adhikary, 2017; Mujis & Harris, 2003), support student development (Uysal & Sarıer, 2019; York-Barr & Duke, 2004), and foster Career Readiness (Akert & Martin, 2012) . Furthermore, recent research has expanded the purview of teacher leadership (TL) by demonstrating its influence on teacher self-efficacy, which subsequently affects student self-efficacy (S-EF). Klassen and Chiu (2010) have elucidated the relationship between teacher self-efficacy (SEF) and critical student factors like academic achievement and motivation, as well as teacher-related aspects such as commitment and job satisfaction. Additionally, Xie et al. (2022) have demonstrated that teacher S-EF is shaped by factors like perceived principal leadership, collegial collaboration, and pedagogical tenure. Moreover, research conducted by Ma and Marion (2019) has substantiated the direct and positive impact of instructional leadership on teacher efficacy, particularly with regard to the establishment and maintenance of an optimal learning environment. The extant literature indicates that the examination of the effects of TL is not yet fully comprehensive. This study aims to examine the multifaceted nature of teacher leadership within a Turkish public university, with a particular emphasis on its impact on students' S-EF and adaptability skills, which are essential for success in the dynamic and challenging demands inherent in their chosen careers. The objective is to conduct a rigorous examination of the specific TL methodologies that facilitate the comprehensive growth of students at this public university. By identifying effective pedagogical strategies, the research illuminates methods for enhancing comprehensive student development. Educational Planning | Winter 2025 61 Vol. 32, No. 1 This investigation demonstrates how TL contributes indirectly to enhancing studentS-EF, thereby providing them with the capacity to overcome challenges, make prudent decisions, and maintain resilience in the face of adversity. The argument is put forth that teacher leaders play a pivotal role in the creation and nurturing of an environment conducive to learning and in attaining educational success by serving as exemplars (Jimerson et al., 2015; Smith & Engelsen, 2013) . Furthermore, the study articulates the manner in which these leadership practices facilitate the nurturing of adaptable skills, thereby empowering university students to navigate varied career trajectories within their sphere proficiently. The objective of this research is to examine the i

FAQs

What is the main purpose of the study?

The study examines how teacher leadership influences students’ self-efficacy and how students’ career adaptability mediates this relationship.

How was the research conducted?

The research used a cross-sectional survey approach with quantitative techniques, analyzing data from 221 students using confirmatory factor analysis and structural equation modeling.

What do the findings indicate about career adaptability?

Career adaptability acts as a valuable mediating factor, and teacher leadership affects students’ self-efficacy both directly and indirectly through this mediator.

Oct 15, 2026

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