Instructional Leaderships and Its Influence on Teacher Efficacy in K-12 Adventist Schools in Thailand

This study explored teachers’ perceptions of instructional leadership and its influence on teacher efficacy in K–12 Adventist schools in Thailand. Using a quantitative correlational design, data were collected from 78 teachers across four education institutions. The results of this study indicated generally high perceptions of instructional leadership effectiveness among participated schools. Notably, the importance of spiritual factor in leadership received high rating (M = 4.46, SD = 0.66; skewness = –0.988), underscoring its significance in faith-based educational settings. Stepwise regression analysis was conducted using the three teacher efficacy subscales as dependent variables and the eleven instructional leadership subscales as predictors. Among these, only Communicating School Goals consistently emerged as a significant predictor of teacher efficacy. Thus, school leaders are encouraged to maintain consistent and collaborative communication regarding school goals—through regular meetings, feedback sessions, and inclusive planning processes—to strengthen teacher alignment, ownership, and instructional efficacy.

Keywords: instructional leadership,teacher efficacy,Thailand school,faith-based school