The Relationship between Instructional Leadership Practices, Teachers Self-Efficacy and Teachers Performance at Schools in Shanghai, Post Covid-19 Pandemic

Aim: The epidemic has significantly affected educational systems worldwide, necessitating the rapid adoption of new teaching strategies and online learning environments by educational institutions and their staff. Schools in Shanghai, similar to those across the globe, have faced considerable challenges and transformations due to the pandemic. The postCOVID-19 history of schools in Shanghai includes a period of adjustment to a new educational norm and transition. Method: This quantitative study examines the relationships between instructional leadership practices namely, professional development, leadership support, and school workload and teachers' self-efficacy, collaboration, and performance within schools across Shanghai, China. Results: Drawing on the concepts of social cognitive theory, the study explores how instructional leadership practices influence teachers' collaboration and performance. Convenience sampling employed in the research design to select teachers from Shanghai schools for the cross-sectional study. Data analysis, particularly regarding the examination of mediating effects, conducted using SPSS process macros. Conclusion: The findings of this study provide practical recommendations for enhancing teacher development and improving student outcomes. Furthermore, they offer insights into the effects of instructional leadership practices, self-efficacy, and collaboration on teacher performance within the unique context of Shanghai's educational landscape. (c) 2024 Ani Publishing Ltd. All Rights Reserved.