The Relationship Between High School Principal Situational Leadership Behavior and Teacher Self-Efficacy in China

Abstract

This study explores the relationship between principals' situational leadership behaviors and teacher self-efficacy in high schools in Shenyang City, Liaoning Province, China. Two primary research questions guide this investigation: (1) to examine the relationship between overall situational leadership behavior and teacher self-efficacy, and (2) to analyze the relationships between specific situational leadership styles—Directing, Coaching, Supporting, and Delegating—and teacher self-efficacy. The study involves 311 certified high school teachers from Shenyang City, Northeast China and employees a quantitative approach, utilizing Spearman rank correlation and multiple regression analysis to assess the relationships. Results reveal a statistically significant association between both the overall situational leadership behavior and its subscales with teacher self-efficacy. Among the leadership styles, Coaching shows the strongest positive correlation with teacher self-efficacy, followed by Directing with a weaker positive correlation. In contrast, Delegating associates with the strongest negative impact on teacher self-efficacy, while Supporting shows a weaker negative association. This study suggests that principals who adapt their leadership approach to meet teachers' individual needs can positively influence teacher self-efficacy in the classroom. Future research should include more comprehensive measures to capture nuances within the four leadership styles and consider broader, cross-cultural samples to enhance understanding of how cultural contexts influence teachers' perceptions of leadership behaviors.