Leadership style and self-efficacy: The influences of feedback

Abstract

The study examined the influences of leadership style on self-efficacy and how feedback influences this relationship. We gathered data on leadership style, feedback, and self-efficacy perceptions from foreign teachers (N = 281; female = 47%; age range 20-30 = 73%; European = 40.6%) teaching in schools across Ghana. Through path analysis, we established that transactional and transformational leadership styles enhanced the foreign teacher’s sense of self-efficacy, as did feedback. Feedback perceptions mediated the relationship between leadership style and self-efficacy by increasing the teacher’s perception of self-efficacy. The perceived value of feedback also moderated the relationship between leadership style and self-efficacy. We conclude that when teachers perceive feedback as valuable, they will utilize such feedback and make it relevant in their pursuit of outcomes.