EXPLORING THE IMPACT OF PRINCIPALS’ DISTRIBUTED LEADERSHIP ON TEACHERS’ EFFICACY AND PROFESSIONAL GROWTH

Abstract

This study examines the influence of principals' distributed leadership practices on teacher efficacy and professional development within secondary schools. Using a quantitative descriptive design, data were collected via a five-point Likert scale questionnaire from 571 participants (354 teachers and 217 principals) across six districts. Descriptive and inferential statistical analyses revealed highly positive perceptions of distributed leadership among all stakeholders, with no statistically significant differences observed across gender or sector groups. Findings consistently indicated that collaborative leadership practices such as shared decision-making and empowerment are strongly associated with enhanced teacher confidence, motivation, and professional growth. The study concludes that distributed leadership is instrumental in fostering a positive school culture that promotes teacher efficacy and development. It is recommended that principals actively cultivate teacher leadership, encourage participatory decision-making, and support continuous professional learning to sustain empowerment and improve overall school performance.