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Principal instructional leadership effects on teacher self-efficacy and professional learning are bi-directional and contingent. Principals should adapt their instructional leadership to the changing context of their schools.
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This page is a summary of: Linear and nonlinear dynamics between principal instructional leadership, teacher professional learning and teacher self-efficacy: a complexity theory approach, Journal of Educational Administration, December 2025, Emerald,
DOI: 10.1108/jea-06-2025-0248.
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