Publication Details

Research overview

Professional learning depends on leadership and the confidence and commitment of those doing the work. Using survey data from 121 principals and 886 teachers in Iranian primary schools, this study examines how instructional leadership relates to teachers’ professional learning. It identifies both a direct relationship and indirect relationships through collective efficacy—the shared belief that teachers can make a difference—and commitment. The findings highlight leadership practices that establish a clear learning mission, support collaboration, and strengthen professional confidence. For educational leaders, the study offers evidence to inform leadership development and collaborative learning environments, while its survey design leaves causal relationships for further investigation.