Instructional Leadership and Teachers’ Professional Learning in Private Higher Education Colleges: A Moderated Mediation Model

Abstract

Instructional leadership has been widely recognized as a key factor influencing teachers’ professional learning. However, limited research has examined the underlying mechanisms through which instructional leadership affects professional learning in private higher education colleges. This study aimed to investigate the effects of instructional leadership on teachers’ professional learning by proposing a moderated mediation model, in which teacher commitment served as a mediating variable and collective teacher efficacy functioned as a moderating variable.This study employed a quantitative research design using a cross-sectional survey. The sample consisted of 563 full-time teachers from selected private higher education colleges, including Thongsook College, Siam Technology College, and Dusit Thani College. Data were collected using a structured questionnaire based on validated scales. The measurement model was assessed using Confirmatory Factor Analysis (CFA), and the hypothesized relationships were tested through Structural Equation Modeling (SEM). Mediation and moderation effects were examined using bootstrapping techniques and interaction analysis.The findings revealed that instructional leadership had a significant positive effect on teachers’ professional learning. Instructional leadership also significantly influenced teacher commitment, which in turn positively affected teachers’ professional learning. The mediation analysis confirmed that teacher commitment partially mediated the relationship between instructional leadership and teachers’ professional learning. Furthermore, collective teacher efficacy significantly moderated the relationship between instructional leadership and teachers’ professional learning, such that the relationship was stronger when collective efficacy was high.The study demonstrates that instructional leadership plays a crucial role in enhancing teachers’ professional learning in private higher education colleges, both directly and indirectly through teacher commitment. In addition, collective teacher efficacy strengthens the effectiveness of instructional leadership. These findings highlight the importance of integrating leadership practices, teacher commitment, and collaborative efficacy to promote sustainable professional learning in private higher education institutions.