EFFECTS OF INSTRUCTIONAL LEADERSHIP ON TEACHERS’ PROFESSIONAL LEARNING: A DESCRIPTIVE STUDY OF TEACHER COMMITMENT AND COLLECTIVE EFFICACY IN PUBLIC UNIVERSITIES IN GUANGDONG PROVINCE
Article Sidebar
Main Article Content
บทคัดย่อ
This study aimed to examine the impact of instructional leadership on teachers’ professional learning by developing a moderated mediation model, with teacher commitment as a mediator and collective efficacy as a moderator. The specific objectives were to: (1) establish the relationship between instructional leadership and teachers’ professional learning; (2) examine the relationship between instructional leadership and teacher commitment; (3) investigate the relationship between teacher commitment and teachers’ professional learning; (4) examine the moderating role of collective efficacy in the relationship between instructional leadership and teachers’ professional learning; and (5) examine the mediating role of teacher commitment in this relationship. A quantitative research design was employed using a survey method. The sample consisted of 563 teachers from public universities in Guangdong Province, and the sample size was determined using G*Power software. Data were analyzed using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). The results revealed that instructional leadership had a significant positive effect on teachers’ professional learning and teacher commitment. Teacher commitment also had a significant positive effect on teachers’ professional learning. In addition, teacher commitment mediated the relationship between instructional leadership and teachers’ professional learning, while collective efficacy significantly moderated this relationship. These findings contribute to the theoretical understanding of instructional leadership and provide practical implications for enhancing teacher professional development and educational management.
Article Details
เอกสารอ้างอิง
Cansoy, R., Parlar, H., & Polatcan, M. (2022). Collective teacher efficacy as a mediator in
the relationship between instructional leadership and teacher commitment. International journal of leadership in education, 25(6), 900-918.
Chao, Y., & Worapongpat, N. (2024). Development of educational innovation 4.0: Creating
an information technology leadership framework for primary and secondary school principals in Liaoning Province. Journal for the Promotion and Development of Modern Academics, 2(5), 18-39.
Dongling, Z., & Worapongpat, N. (2023). Academic leadership of administrator influence
learning organization of case study of the university, Hong Kong. International Journal of Multidisciplinary in Educational & Cultures Studies, 1(2), 12-20.
JianFeng, L., & Worapongpat, N. (2024). Rural head teachers'leadership in local education
curriculum under the perspective of educational modernization in xi'an province. Journal of Interdisciplinary Studies on Social Development, 2(3), 1-25.
Hammad, W., Polatcan, M., & Morad, H. (2024). Investigating links between teacher
leadership, collective efficacy and teacher commitment in Egyptian schools: a mediated-effects analysis. International Journal of Educational Management, 38(3), 750-768.
Hosseingholizadeh, R., Amrahi, A., & El-Farr, H. (2023). Instructional leadership, and
teacher’s collective efficacy, commitment, and professional learning in primary schools: A mediation model. Professional Development in Education, 49(3),
-535.
Nassir, M., & Benoliel, P. (2025). Transformational leadership and organizational
commitment: unlocking the potential of collective teacher efficacy.
Social Psychology of Education, 28(1), 202.
Min, Y., & Worapongpat, N. (2023). Creative Leadership and School of Zhonghar
Vacaltional and Technical College. International Journal of Multidisciplinary in Educational & Cultures Studies, 1(1), 1-13.
Thitiwidpuwaseth, B., Wongjunya, N., Wongjunya, C., Pungnirund, B., & Kortana, T.
(2025, April). Leadership of Educational Institution Administrators under the office of the Vocational Education Commission in the Eastern Region of Thailand. International Conference on Management, Innovation, Economics and Social Sciences, 1(1), 693-699.
Thien, L. M., Darmawan, I. N., & Adams, D. (2023). Investigating the pathways between
instructional leadership, collective teacher efficacy, and teacher commitment: a multilevel analysis. International Journal of Educational Management, 37(4),
-845.
Thammajai, S., Worapongpat, N., Chaiwiwat, U., viphoouparakhot, V., & lormanenopat, K.
(2024). Participation of teachers in the administration of educational institution administrators. Asian Education and Learning Review, 2(2), 45-52.
Worapongpat, N. (2024). Innovative leadership that Influences Becoming an Innovative
Learning Organization Private Universities in Bangkok. UBRU International Journal, 4(2), 29-44.
Worapongpat, N., & Arunyakanon, P. (2025). Transformational leadership and change
management competency in response to sudden disruptions among administrators of Jiangling Town Central High School, DaZhou City. Journal of Education and Learning Reviews, 2(2), 47-58.
Worapongpat, N., Cai, Q., & Wongsawad, T. (2024). Creating and validating a digital
leadership model for university teachers, Liaoning Province. Journal of Education and Learning Reviews, 1(3), 1-10.
Worapongpat, N. (2025a). Educational Innovation Management at Liaoning University.
Educational Management and Innovation Journal, 8(3), 1-12.
Worapongpat, N. (2025b). Integrating interdisciplinary workshop design to advance life
skills and leadership among graduate students at private universities in Thailand. Liberal Arts and Social Studies International Journal, 1(2), 55-71.
Worapongpat, N. (2025c). Development of Life Skills and Cognitive Competencies among
Private University Educators through Buddhist Practice in Thailand, India, and Nepal. Buddhism in Mekong Region Journal, 8(2), 1-23.
Worapongpat, N. (2025d). Transformational leadership, organizational justice,
job Satisfaction, and faculty work engagement in higher education:
Asian Social and Educational Innovation Journal, 1(2), 1-11.
Worapongpat, N. (2025e). The impact of women's leadership on teachers' feelings of trust
in administration in higher education institutions: Universities in Liaoning Province. KKU International Journal of Humanities and Social Sciences, 15(1), 162-197.
Worapongpat, N. (2025f). Innovative Local Leadership and Community Enterprise
Development: A Participatory Governance Approach in Maha Sarakham Province, Thailand. Wisdom Journal of Humanities and Social Sciences, 2(10), 31-43.
Worapongpat, N. (2025g). Specific leadership attributes of school administrators in special
education schools within the rung arun song kwae school network.
Asian Education and Learning Review, 3(1).
Worapongpat, N., & Kangpheng, S. (2025). Transformational leadership skills for
executives in the digital age, China Polytechnic College. Journal of Education and Learning, 2(5), 27-44.
Worapongpat, N., Kangpheng, S., Bhasabutr, P., & Techanok, A. (2025). Creative
Leadership of Administrators and Effectiveness of Private Higher Education Colleges in Bangkok. Asian Journal of Humanities and Social Innovation, 2(4),
-20.
Worapongpat, N., Purisuttamo, P. M., & Lormanenoprat, K. (2024). Buddhist Leadership in
Academic Administration for Learning Organizational in Basic Educational Schools under Bangkok Educational Service Area. Journal of the International Buddhist Studies College, 10(1/2), 163-180.
Worapongpat, N., Wongkumchai, T., & Anuwatpreecha, T. (2024). Innovative leadership of
educational institution administrators at Dhonburi Rajabhat University.
Journal of Education and Learning Reviews, 1(2), 1-12.
Xu, L., & Wu, W. (2005). Teachers’ professional growth organizations: Teachers’
collaborative learning community. Teacher Education Research, 41–44.
Xunan, L., & Worapongpat, N. (2023). The Tranformation Leadership Administration
of Fit Middle School in Auhui Province. International Journal of Multidisciplinary in Educational & Cultures Studies, 1(1), 14-27.
Yasuttamathada, N., & Worapongpat, N. (2025). Leadership of organization administrators
in an open university in China. Journal of Education and Learning Reviews, 2(1), 83-92.
Yuan, W. (2010). Self-organizing characteristics and formation mechanism of teacher
learning community. Educational Science, 59-63.
