Effects of Instructional Leadership Practices on Teacher Job Performance: The Mediating Role of Teacher Self-Efficacy and the Moderating Role of Leadership Training at Secondary School Level in Khyber Pakhtunkhwa, Pakistan

Abstract

Instructional leadership is intended to strengthen teaching and learning by setting clear academic goals, monitoring instruction, supporting teachers, and building a positive school climate. However, the processes through which instructional leadership relates to teachers’ job performance, and the conditions under which this relationship may vary, require further examination in local educational contexts. This study examined the association between instructional leadership practices and teacher job performance among public secondary school teachers in five districts of Khyber Pakhtunkhwa, Pakistan. It also tested teacher self-efficacy as a mediator and leadership training as a moderator. A quantitative, cross-sectional correlational design was used. Although 500 questionnaire responses were collected, the final analytical sample comprised 441 teachers selected through district-wise random selection from the available responses. Data were analysed using descriptive statistics, reliability analysis, confirmatory factor analysis, structural equation modelling, bootstrapped mediation analysis, and an interaction test for moderation. The reported measurement model showed acceptable fit (χ² = 695.748, df = 197, CMIN/DF = 3.532, CFI = .919, TLI = .905, RMSEA = .076, SRMR = .053). Instructional leadership was positively associated with teacher job performance (β = .229, p < .001) and teacher self-efficacy (β = .141, p = .003). Teacher self-efficacy was strongly associated with job performance (β = .641, p < .001). The indirect effect through self-efficacy was significant (β = .091, 95% bootstrap CI [.036, .150]), while the direct effect remained significant (β = .138, p < .001), indicating partial mediation. Leadership training was positively associated with job performance (β = .293, p < .001), but its interaction with instructional leadership was not significant (β = .067, p = .122). The findings highlight the importance of instructional leadership and teacher self-efficacy while indicating that the proposed moderating role of leadership training was not supported.

Keywords: instructional leadership; teacher job performance; teacher self-efficacy; leadership training; mediation; moderation; Khyber Pakhtunkhwa