Abstract
The significant role of teacher-leaders has been acknowledged in educational studies throughout the globe. However, few studies have focused on the effect of teacher-leaders’ leadership on their teachers' job attitudes. This study, grounded in social cognitive theory, explores the mediating role of teacher-leaders' transformational leadership on the link between teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience, and collective teacher efficacy. The results of Structural Equation Modeling from a sample of 103 teacher-leaders and 506 teachers, indicated that transformational leadership fully mediated the relationship between teacher-leaders’ personality traits and collective teacher efficacy. Theoretical and practical implications are discussed.
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