Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator: a partial least squares analysis

Teacher professional learning

Professional learning, often characterised as an ongoing and dynamic progression (Liu and Hallinger, 2017), underscores the responsibility of schools in furnishing teachers with learning chances (Hairon and Tan, 2017). The concept of teacher-professional learning encompasses both formal and informal learning activities, involving collaborative efforts among teachers to attain educational objectives (Hallinger et al., 2019; Li et al., 2016). Many job-embedded activities, including professional development workshops, professional learning communities, and peer…