The Influence of Distributed Leadership on Chinese Teachers’ Job Satisfaction: The Chain Mediation of Teacher Collaboration and Teacher Self-Efficacy
Abstract
:1. Introduction
2. Theoretical Background and Research Hypotheses
2.1. Distributed Leadership and Conservation of Resources Theory
2.2. The Relationship Between Distributed Leadership and Teacher Job Satisfaction
2.3. The Mediating Role of Teacher Collaboration
2.4. The Mediating Role of Teacher Self-Efficacy
2.5. The Chained Mediating Role of Teacher Collaboration and Teacher Self-Efficacy
3. Research Methodology
3.1. Data Source
3.2. Research Variables
3.2.1. Independent Variable
3.2.2. Dependent Variable
3.2.3. Mediating Variables
3.2.4. Control Variables
3.3. Data Analysis Methods
4. Research Results
4.1. Common Method Bias and Discriminant Validity Testing
4.2. Descriptive Statistics and Correlation Analysis of Variables
4.3. Chain Mediation Model Testing
5. Discussion
5.1. Association Between Distributed Leadership and Teacher Job Satisfaction
5.2. Independent Mediating Role of Teacher Self-Efficacy and Teacher Collaboration
5.3. Chain Mediation Role of Teacher Collaboration and Teacher Self-Efficacy
5.4. Limitations
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Abbreviations
CFA | Confirmatory factor analysis |
CME | Classroom management efficacy |
COR | Conservation of resources |
CT | Coordination for teaching |
CTE | Classroom teaching efficacy |
DL | Distributed leadership |
EA | Educational attainment |
PC | Professional collaboration |
PPS | Probability proportional to size |
PS | Professional satisfaction |
SEE | Student engagement efficacy |
SEM | Structural equation models |
TALIS | Teaching and Learning International Survey |
TC | Teacher collaboration |
TE | Teaching experience |
TJS | Teacher job satisfaction |
TSE | Teacher self-efficacy |
WES | Work environment satisfaction |
Appendix A
Scale | Subscale | Item | Response Option |
DL | This school provides staff with opportunities to actively participate in school decisions. This school has a culture of shared responsibility for school issues. There is a collaborative school culture that is characterized by mutual support. |
| |
TJS | PS | The advantages of being a teacher clearly outweigh the disadvantages. If I could decide again, I would still choose to work as a teacher. I regret that I decided to become a teacher. I wonder whether it would have been better to choose another profession. |
|
WES | I would like to change to another school if that were possible. I enjoy working at this school. I would recommend this school as a good place to work. All in all, I am satisfied with my job. | ||
TC | PC | Teach jointly as a team in the same class. Observe other teachers’ classes and provide feedback. Engage in joint activities across different classes and age groups (e.g., projects). Take part in collaborative professional learning. |
|
CT | Teach jointly as a team in the same class. Exchange teaching materials with colleagues. Engage in discussions about the learning development of specific students. Work with other teachers in this school to ensure common standards in evaluations for assessing student progress. | ||
TSE | CTE | Craft good questions for students. Use a variety of assessment strategies. Provide an alternative explanation, for example, when students are confused. Vary instructional strategies in my classroom. |
|
CME | Control disruptive behavior in the classroom. Make my expectations about student behavior clear. Get students to follow classroom rules. Calm a student who is disruptive or noisy. | ||
SEE | Get students to believe they can do well in school work. Help students value learning. Motivate students who show low interest in school work. Help students think critically. |
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Model | χ2 | df | p | χ2/df | RMSEA | GFI | CFI | RMR | NFI | NNFI |
---|---|---|---|---|---|---|---|---|---|---|
Benchmark Model | 9357.268 | 428 | 0 | 21.863 | 0.074 | 0.843 | 0.877 | 0.037 | 0.872 | 0.866 |
Model 1 | 16,660.335 | 431 | 0 | 38.655 | 0.099 | 0.747 | 0.776 | 0.053 | 0.772 | 0.759 |
Model 2 | 17,419.515 | 431 | 0 | 40.417 | 0.102 | 0.747 | 0.766 | 0.059 | 0.761 | 0.747 |
Model 3 | 18,168.513 | 431 | 0 | 42.154 | 0.104 | 0.681 | 0.756 | 0.178 | 0.751 | 0.736 |
Model 4 | 25,977.731 | 433 | 0 | 59.995 | 0.125 | 0.608 | 0.648 | 0.179 | 0.644 | 0.622 |
Variables | Mean | SD | 1 | 2 | 3 | 4 |
---|---|---|---|---|---|---|
1. DL | 3.052 | 0.602 | 1 | |||
2. TC | 3.812 | 0.969 | 0.334 *** | 1 | ||
3. TSE | 3.311 | 0.542 | 0.296 *** | 0.297 *** | 1 | |
4. TJS | 2.900 | 0.465 | 0.492 *** | 0.254 *** | 0.266 *** | 1 |
Path Description | Effect Size (β) | 95% CI | Proportion of Total Effect | |
---|---|---|---|---|
Lower Bound | Upper Bound | |||
Total Effect | 0.442 | 0.16 | 0.21 | 100% |
Direct Effect | 0.401 | 0.12 | 0.15 | 90.12% |
Indirect Effect | 0.041 | 0.05 | 0.10 | 9.88% |
DL→TC→TJS | 0.013 | −0.01 | 0.04 | 2.47% |
DL→TSE→TJS | 0.019 | 0.03 | 0.06 | 5.56% |
DL→TC→TE→TS | 0.009 | 0.01 | 0.02 | 1.85% |
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Fan, X.; Chu, Z. The Influence of Distributed Leadership on Chinese Teachers’ Job Satisfaction: The Chain Mediation of Teacher Collaboration and Teacher Self-Efficacy. Int. J. Environ. Res. Public Health 2025, 22, 507. https://doi.org/10.3390/ijerph22040507
Fan X, Chu Z. The Influence of Distributed Leadership on Chinese Teachers’ Job Satisfaction: The Chain Mediation of Teacher Collaboration and Teacher Self-Efficacy. International Journal of Environmental Research and Public Health. 2025; 22(4):507. https://doi.org/10.3390/ijerph22040507
Chicago/Turabian StyleFan, Xiaodong, and Zuwang Chu. 2025. "The Influence of Distributed Leadership on Chinese Teachers’ Job Satisfaction: The Chain Mediation of Teacher Collaboration and Teacher Self-Efficacy" International Journal of Environmental Research and Public Health 22, no. 4: 507. https://doi.org/10.3390/ijerph22040507
APA StyleFan, X., & Chu, Z. (2025). The Influence of Distributed Leadership on Chinese Teachers’ Job Satisfaction: The Chain Mediation of Teacher Collaboration and Teacher Self-Efficacy. International Journal of Environmental Research and Public Health, 22(4), 507. https://doi.org/10.3390/ijerph22040507