DEVELOPMENT OF AN INSTRUCTIONAL LEADERSHIP TRAINING MODEL FOR ENHANCING TEACHERS’ SELF-EFFICACY AT PRIVATE SECONDARY SCHOOLS IN ULANQAB, INNER MONGOLIA, CHINA

Abstract

This study examined the relationship between instructional leadership (IL) and teachers’ self-efficacy (TSE) while developing and implementing an instructional leadership training model to enhance teacher growth in private secondary schools in Ulanqab City, Inner Mongolia, China. Using a mixed-methods approach with survey data from 685 in-service teachers, the research employed descriptive statistics, two-way ANOVA, regression and model prediction to analyze the data. Results showed limited effects of demographic factors but significant predictive associations between instructional leadership practices and teachers’ self-efficacy. Mentoring & Coaching emerged as a distinctive predictor of efficacy, highlighting the importance of personalized professional support. The newly developed instructional training model, was proposed for improvement in teachers’ self-efficacy, particularly in classroom management, student engagement, and leadership confidence. The training model as a practical and evidence-based approach to strengthening instructional leadership and teacher efficacy, offering concrete pathways for school improvement and professional development for the private secondary schoolsin Ulanqab, Inner Mongolia, China