Effective workplace management is crucial for positive work communities, and distributed leadership—characterized by shared decision-making and empowerment—has emerged as a promising approach. This is particularly relevant in the context of schools, where attracting and retaining talented teachers is a significant challenge. Teacher well-being, encompassing job and career well-being, is a key factor in teacher retention. While previous research suggests a positive link between distributed leadership and teacher well-being, the role of teacher self-efficacy as a mediating mechanism remains under-explored. This study addresses this gap by investigating how teacher self-efficacy mediates the relationship between distributed leadership and both job and career well-being among secondary school teachers in Shanghai, China. The focus on Shanghai is particularly timely given recent policy shifts emphasizing teacher empowerment through less hierarchical management styles.

The study draws upon both educational and social psychology literature. Group and polyarchy theories support the idea that distributed leadership, which empowers individual actors, yields significant organizational benefits. In schools, distributed leadership involves fluid interaction between administrators and teachers, emphasizing shared responsibility and participation. Research indicates that distributed leadership improves teacher performance, school development, student achievement, and teacher well-being. Teacher well-being is categorized into job well-being (related to work conditions and satisfaction) and career well-being (aligned with career expectations and self-realization). Existing studies highlight the positive impact of distributed leadership on teacher self-efficacy, a key productivity trait linked to job satisfaction and community cohesiveness. However, the mediating role of teacher self-efficacy in the relationship between distributed leadership and teacher well-being needs further investigation.

This study utilizes the 2018 Teaching and Learning International Survey (TALIS) Shanghai dataset, comprising 3799 secondary school teachers after excluding observations with missing data. Distributed leadership is measured using an eight-item scale assessing teacher participation in school decisions and shared responsibility. Teacher self-efficacy is measured using a 13-item scale encompassing self-efficacy in student engagement, instruction, classroom management, and technology use. Teacher well-being is operationalized as two latent constructs: job well-being (five items) and career well-being (eight items). A partial least squares structural equation model (PLS-SEM) is employed to test the hypotheses. The PLS-SEM approach is chosen to minimize measurement error and maximize explanatory power, offering advantages over traditional regression analysis by simultaneously modeling direct and indirect pathways and reducing Type I error. Variables were centered and standardized to address potential multicollinearity issues.

The structural equation model demonstrated a reasonably good fit (χ² = 13,724.325, P < 0.001; CFI = 0.867; TLI = 0.857; RMSEA = 0.051; SRMR = 0.082). Results confirmed Hypothesis 1, showing a positive association between distributed leadership and teacher self-efficacy (std. β = 0.33, P < 0.001), job well-being (std. β = 0.51, P < 0.001), and career well-being (std. β = 0.45, P < 0.001). Self-efficacy positively correlated with job well-being (std. β = 0.15, P < 0.001) but not career well-being (std. β = -0.01, P = 0.69). Hypothesis 2 was partially supported: self-efficacy significantly mediated the positive relationship between distributed leadership and job well-being (std. β = 0.05, P < 0.001), representing approximately 10% of the direct effect. However, self-efficacy did not mediate the relationship between distributed leadership and career well-being (std. β = -0.002, P = 0.70).

The findings highlight the positive impact of distributed leadership on teacher well-being, mediated by teacher self-efficacy primarily for job well-being. The lack of mediation for career well-being suggests that while distributed leadership enhances self-efficacy, other factors—such as salary, career progression, and societal recognition—may be more influential determinants of career well-being. The results align with previous research showing the importance of teacher voice and participation in school decision-making for job satisfaction and collaboration. However, the study reveals a more nuanced picture, indicating that while distributed leadership is beneficial, other mechanisms are needed to fully address career well-being.

This study provides valuable insights into the relationship between distributed leadership, teacher self-efficacy, and teacher well-being. The findings suggest that implementing distributed leadership strategies can positively impact teacher job well-being through increased self-efficacy. However, career well-being may require additional interventions beyond those focusing on empowerment and participation. Future research could explore other mediating variables, examine longitudinal effects, and investigate the generalizability of findings to diverse school contexts and teacher populations.

The cross-sectional nature of the data limits causal inferences. The focus on urban secondary school teachers in Shanghai restricts the generalizability of findings to other teacher populations and educational contexts. Future research should address these limitations by employing longitudinal designs and exploring diverse educational settings.