The Impact of Teachers Collaboration and Principal Leadership on Teacher effectiveness through multiple dimensions of Self-Efficacy: An analysis through Structural Equation Modelling Approach

Abstract

This study investigates the influence of teacher collaboration and principal leadership on teacher effectiveness through multiple dimensions of teacher self-efficacy in public secondary schools in Peshawar, Pakistan. Using a cross-sectional survey design, 150 teachers & 220 Pupils total 370 participants across 25 government schools has been approached for questionnaire distribution, employing simple random sampling. Teacher self-efficacy was assessed through the Teachers' Sense of Efficacy Scale, while student perceptions were used to assess teacher effectiveness using a Rating Scale. Principal leadership and teacher collaboration were also measured using established scales. Partial Least Squares Structural Equation Modeling (PLS-SEM) was utilized for data analysis. Results revealed that both variables highly influenced teacher self-efficacy, which in turn strongly predicted teacher effectiveness. However, measurement concerns were noted in the Teacher Effectiveness construct, indicating a need for refinement. The study highlights the crucial role of fostering collaboration and leadership in enhancing teacher effectiveness, especially in resource-constrained environments. Limitations include the cross-sectional design and regional sampling scope. Future research should employ longitudinal methods and broader samples to strengthen generalizability and causal inferences.