Cultural context, principal instructional leadership, and teacher efficacy: A meta-analytic review, 1989–2024

This meta-analytic review examined how cultural contexts influence principal instructional leadership effects on teacher efficacy. The review sourced 66 quantitative studies that analyzed the relationship between principal instructional leadership and teacher efficacy. The review found a moderate effect of principal instructional leadership on teacher efficacy, with significant effects on teacher self-efficacy and collective teacher efficacy. Although all three instructional leadership dimensions moderately affected teacher efficacy, Manages the Instructional Program accounted for the largest share of variance, followed by School Climate and Mission. Moderation analysis identified significant effects of three national culture dimensions on principal instructional leadership and teacher efficacy. Specifically, this relationship was stronger in cultures that were higher in collectivism and power distance and lower in humane orientation. These findings reinforce the conclusion that instructional leadership can positively impact teachers’ beliefs in their ability to succeed, and that school leadership is responsive to the cultural context. The authors recommend additional meta-analytic reviews of the relationship between instructional leadership and other teacher attitudes (e.g., commitment, trust, job satisfaction) and their mediating effects on high-impact teacher practices (e.g., instruction, professional learning, collaboration). Qualitative and mixed methods studies are suggested to explore further how culture shapes the enactment and effects of instructional leadership.