This study examines the linear and nonlinear relationships between principal instructional leadership and teacher professional learning, mediated by teacher self-efficacy. Using partial least squares structural equation modeling on 335 Malaysian teachers, the findings reveal a significant positive linear relationship between instructional leadership and teacher professional learning, with teacher self-efficacy significantly mediating this relationship. Significant nonlinear relationships were also found between instructional leadership and teacher self-efficacy, and between teacher self-efficacy and teacher professional learning. The model demonstrated high predictive power. The study contributes to understanding the complex interplay of these variables and suggests future research combine linear and nonlinear analyses.

Lei Mee Thien, Peng Liu