A teacher's self-efficacy does not only affects the teacher's performance as an educator but also directly affects the learning processes of the students. Therefore, it is important to look into the things that affect a teacher's self-efficacy. Several factors can influence the level of self-efficacy of a teacher, including the leadership style and practices of school leaders. This study aims to identify the level of the 21st-century instructional leadership practices, the level of teacher self-efficacy and the relationship between the two variables. This study was conducted by using a quantitative method which is a survey design. The results of the study were obtained from 252 teachers working in primary schools in the Wilayah Persekutuan Putrajaya who were selected using the simple random selection method. Based on the data that has been analysed, the findings show that the level of the 21st-century instructional leadership practices and the level of teacher self-efficacy are at a very high level and the relationship between the two variables is strong (r = 0.634). The results of this study are expected to contribute to the efforts of stakeholders including ministries, education departments and education bureaus as well as schools to improve the quality of education. For further research, the researcher suggests a more comprehensive and in-depth study involving leaders at all levels as well as teachers in schools, to determine the leadership style of school leaders and the factors that influence teachers' self-efficacy.
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In-Text Citation: (Jeffri & Hamid, 2022)
To Cite this Article: Jeffri, A. I., & Hamid, A. H. A. (2022). The Relationship between 21st-Century Instructional Leadership and Teachers’ Self-Efficacy. International Journal of Academic Research in Business and Social Sciences, 12(9), 251– 264.
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