Exploring the Impact of Leadership Styles on Teacher Self-Efficacy: A Comparative Case Study of Rural and Suburban High Schools

This qualitative study examines how high school teachers in rural and suburban settings perceive their school leaders’ leadership styles, and how they influence teachers’ self-efficacy. Grounded in established leadership theories and research on teacher efficacy, this investigation aims to provide a nuanced, context-sensitive understanding of leadership dynamics within diverse educational environments. The study employs a comparative case study design, sampling from two high schools—Suburban Academy and Rural Tech High School. Data collection methods include semi-structured interviews and a questionnaire, offering multiple perspectives on leadership practices and their effects on teachers’ confidence and instructional decision-making. Ultimately, the results will contribute to scholarly and practical discussions about effective leadership development and policy decisions. The study aspires to inform school leaders, educators, and stakeholders striving to cultivate supportive, high-quality learning environments for teachers and students.