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The Roles of Transformational Leadership and Growth Mindset in Teacher Professional Development: The Mediation of Teacher Self-Efficacy

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  • Wei Lin

    (School of Teacher Education, Guangdong University of Education, Guangzhou 510303, China)

  • Hongbiao Yin

    (Faculty of Education, Chinese University of Hong Kong, Hong Kong SAR, China)

  • Zhijun Liu

    (Faculty of Education, Henan University, Kaifeng 475004, China)

Abstract

This study investigated the effects of school-related factors (i.e., transformational leadership) and teacher-related factors (i.e., teachers’ growth mindset and self-efficacy) in teachers’ sustainable professional development, as indicated by their reported desirable professional attitudes and their adoption of teaching strategies using the method of structural equation modelling. Based on a questionnaire survey of 1297 teachers in China, the results of this study showed that, compared with teachers’ growth mindset, transformational leadership had a stronger effect on teacher self-efficacy; transformational leadership, rather than teachers’ growth mindset, was significantly and directly related to teachers’ professional attitudes towards classroom teaching and their adoption of desirable teaching strategies. Moreover, teacher self-efficacy significantly mediated the effects of transformational leadership and growth mindset on teachers’ professional attitudes and the adoption of desirable teaching strategies. These findings highlight the importance of teachers’ affective attributes (e.g., growth mindset, self-efficacy, and professional attitudes) in teacher professional development, and provide implications for school leaders and teachers to sustain effective teacher professional development.

Suggested Citation

  • Wei Lin & Hongbiao Yin & Zhijun Liu, 2022. "The Roles of Transformational Leadership and Growth Mindset in Teacher Professional Development: The Mediation of Teacher Self-Efficacy," Sustainability, MDPI, vol. 14(11), pages 1-13, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:11:p:6489-:d:824330
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    Citations

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    Cited by:

    1. Cabanting, Alliah Pearl R. & Francisco, Rheynelda Hizel Faye R. & Espilla, Alissah Joy E. & Basa, Shicainah Glory M. & Abongan, Nica T. & Barreza Kyla Jane B. & Cruda Rommel L. & Bataller, Maricae C. , 2025. "The Relationship Between Personal Values and Organizational Values on the Attitudes of the Secondary School Teachers," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3), pages 1785-1804, March.
    2. Janeth A. Mapa & Celso L. Tagadiad, 2025. "Perceived Leadership and School Culture Elements as Determinants of Intercultural Sensitivity of Public High School Teachers," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(2), pages 3809-3824, February.

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