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

Abstract

Aim/Purpose: This study examined the influence of instructional leadership on teacher efficacy in Adventist schools. Although instructional leadership has been widely studied, differences in educational philosophy and evolving leadership frameworks suggest that its expression in Adventist contexts may be distinct. By quantitatively analyzing the relationship between specific instructional leadership functions and teacher efficacy, this study addresses a gap in the literature within this understudied setting.

Introduction/Background: In the global educational landscape, instructional leadership is widely recognized as a critical factor in shaping school effectiveness and improving student outcomes. However, its manifestation and impact are deeply contextual, varying across cultural and institutional settings. This study investigated its role within the unique setting of K–12 Adventist schools in Thailand, where leadership integrates academic and spiritual dimensions. The research examined how teachers' perceptions of this dual-purpose leadership influence their self-efficacy to perform their professional tasks.

Methodology: A quantitative, correlational research design was employed in this study. A total of 78 teachers from four K-12 Adventist schools across Thailand participated in this study. Data collection occurred between December 2024 and March 2025 utilizing two standardized instruments administered digitally. The Principal Instructional Management Rating Scale (PIMRS) was used to measure teachers' perceptions of their leaders' instructional practices across eleven subscales under three dimensions: Defining the School’s Mission, Managing the Instructional Program and Developing School Learning Climate. The Teachers' Sense of Efficacy Scale (TSES) was used to measure teacher self-efficacy across three subscales: Efficacy in Instructional Strategies, Classroom Management, and Student Engagement. Two supplementary items were added to the first questionnaire, assessing the importance of spiritual factors on instructional leadership in faith-based schools. The items demonstrated good reliability.

Statistical analyses included descriptive statistics to summarize perceptions and regression analysis to identify which specific instructional leadership subscales served as significant predictors of the three dimensions of teacher efficacy.

Findings: Descriptive analysis of the data revealed generally high perceptions of instructional leadership effectiveness across the participating schools, suggesting that school leaders were largely viewed positively in their roles. A particularly salient finding was the exceptionally high rating accorded to the importance of the spiritual component of leadership (M = 4.46, SD = .66; skewness = -.988). This strong negative skew indicated a consensus among respondents, underscoring the central and non-negotiable significance of spiritual mentorship and the fostering of a faith-based environment within this specific educational model.

The stepwise regression analysis provided more focused insights. With the three TSES subscales as dependent variables and the eleven PIMRS subscales as predictors, only one leadership function—Communicating School Goals—consistently emerged as a statistically significant predictor across all dimensions of teacher efficacy. This finding suggested that leaders’ clarity and consistency in articulating academic and mission-driven goals play a central role in strengthening teachers’ instructional confidence, classroom management, and student engagement. Other leadership functions, although positively perceived, did not show significant predictive effects in this model.

Contribution/Impact on Society: This research makes two key contributions. It first provides empirical quantification of the spiritual dimension as a central component of effective leadership within a faith-based educational context. Second, and more critically, it identifies a leader's effectiveness in Communicating School Goals as the sole significant predictor of teacher self-efficacy across instructional, managerial, and engagement domains. This finding delineates between generally positive leadership perceptions and the specific practice that directly enhances teacher efficacy, offering a strategic priority for leadership development.

Recommendations: Therefore, the primary practical recommendation for school administrators is to prioritize transparent communication strategies intentionally and systematically. This can be achieved through mechanisms such as structured regular meetings that connect daily activities to broader objectives, instituting formal and informal feedback loops where teachers can voice concerns and suggestions, and involving faculty in strategic planning cycles. Given that teachers highly value the spiritual component on instructional leadership, Adventist school leaders are recommended to strategically invest in spiritual mentorship and professional development rooted in faith-based principles.

Research Limitation: The generalizability of this study's findings is limited by its methodological scope. Data were collected from four Adventist schools in Thailand, and the final quantitative analysis relied on 78 usable responses, which may have affected the robustness of results. Furthermore, the study focused solely on Adventist primary and secondary schools, excluding universities, other religious schools, and non-religious institutions since their different operational methods and educational philosophies may result in disparities in how school leadership exerts influence. The omission of student perspectives also narrowed the insights into the broader impact of instructional leadership. This study did not account for other influential variables such as trust in leadership, professional development, and community influences. Finally, the restriction of the sample to Adventist schools in Thailand limits the geographic and cultural applicability of the findings.

Future Research: The modest effect size (R² = .12) indicates that other significant factors may be at play. Future research may employ qualitative and mixed-method approaches to further explore the role of spirituality in instructional leadership and teacher efficacy within faith-based schools. Methods such as interviews, focus groups, and observations could illuminate how spiritual values are enacted in leadership practices and how teachers perceive their influence on professional confidence and motivation. Mixed-methods designs would also help explain how and why spiritual leadership practices shape teacher efficacy, offering deeper contextual insight into faith-based educational settings.