ESP-4133

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2025-09-22

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Vol. 10 No. 9 (2025): Published

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Copyright (c) 2025 Cheng Zhang, Bity Salwana Alias, Mohd Norazmi Nordin

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How to Cite

Cheng Zhang, Bity Salwana Alias, & Mohd Norazmi Nordin. (2025). The effect of distributed leadership on teacher self-efficacy in Mainland China: A systematic review (2019–2025). Environment and Social Psychology, 10(9), ESP-4133. https://doi.org/10.59429/esp.v10i9.4133

The effect of distributed leadership on teacher self-efficacy in Mainland China: A systematic review (2019–2025)

Cheng Zhang

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia

Bity Salwana Alias

Centre of Leadership and Educational Policy, Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia

Mohd Norazmi Nordin

Center for the Study of Education and Community Welfare, Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia


DOI: https://doi.org/10.59429/esp.v10i9.4133


Keywords: distributed leadership; teacher self-efficacy; Mainland China; educational leadership; professional development

Abstract

This systematic review synthesizes empirical studies published between 2019 and 2025 on the relationship between distributed leadership (DL) and teacher self-efficacy (TSE) in Mainland China. A total of 8,742 records were retrieved from major academic databases, with 10 high-quality studies selected through a PRISMA-guided screening process. The findings reveal a consistently positive association between DL and TSE, mediated by factors such as teacher collaboration, professional trust, teacher leadership, and ICT integration. Moderating influences, including interpersonal trust, school culture, and regional disparities, underscore the contextual complexity of DL within China’s dual centralized governance structure and high power-distance culture. This review clarifies the mechanisms through which DL supports TSE and offers culturally responsive recommendations. It advocates for embedding DL into teacher professional development, strengthening departmental collaboration, increasing teacher leadership participation, and incorporating indigenous philosophies such as Wang Yangming’s “unity of knowledge and action” to enhance intrinsic teacher agency. Overall, this review enriches the cultural lens of educational leadership and offers actionable strategies for fostering teacher professional growth.

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