High school principal leadership, teacher capacity and conceptual teaching in math and science: evidence from the US national HSLS:09 data

Purpose This study investigated the relationships between principal leadership, teacher capacity and classroom teaching in high school mathematics and science education. Design/methodology/approach Utilizing data from the US national High School Longitudinal Study of 2009 and employing structural equation modeling, we examined the influence of principal leadership on various aspects of teacher capacity – teachers’ expectations, professional learning community, teachers’ collective responsibility and teacher self-efficacy – and their subsequent association with classroom teaching. Findings Our findings reveal substantial associations between principal leadership, teacher capacity and classroom instruction. Notably, the study identifies teachers’ expectations and teacher self-efficacy as critical mediators in the relationship between principal leadership and classroom teaching. Furthermore, the research highlights differences in the influence of principal leadership on teacher capacity and in the influence of the professional learning community on classroom teaching across mathematics and science subjects, underscoring the need for differentiated leadership approaches in these disciplines. Originality/value The study contributes to understanding the indirect role of principal leadership in enhancing classroom teaching through teacher capacity development, particularly in the context of STEM education at the high school level. It also suggests implications for educational leadership training, professional development for teachers and policy formulation geared towards improving STEM instruction.