Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran

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The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration (2020, background): “…and to what extent school leadership accounts for the variations in teacher job satisfaction and self-efficacy perceptions (Bogler, 2001; Duyar et al., 2013; Gedik and Bellibaş, 2015; Hallinger et al., 2017; Hulpia et al., 2009; Liu and Printy, 2017; Ngotngamwong, 2018; Nir and Kranot, 2006).”
Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “…the twentieth century, effective school research has shown that school leaders have significant impacts on school development and student performance (Borden, 2011; Hallinger, 2003, 2005, 2015; Hallinger & Murphy, 1986; Hallinger, Walker et al., 2017; Hallinger et al., 2018; Marks & Printy, 2003).”
Unpacking the effects of culture on school leadership and teacher learning in China (2020, background): “Other mediators such as trust, commitment, and agency have also been found to mediate the effects of school leadership (Hallinger et al., 2018; Leithwood et al., 2010; Piyaman et al., 2017; Ross and Gray, 2006).”