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Even though the concept has been introduced more than 2 decades ago, available evidence conventionally operationalises shared instructional leadership as a composite, which has missed the opportunity to reveal to what extent principal and teacher instructional leadership helps improve instructional outcomes. Using the complex survey data collected in China, this research employed a three-level structural equation model to investigate the multidimensional relationships among principal and teacher instructional leadership, teacher self-efficacy, and student learning outcomes. The results suggest principal instructional leadership is significantly related to teacher instructional leadership. Both are positively related to teacher self-efficacy and student performance, though the effect sizes vary noticeably. Using a survey design, this study has added international and nuanced evidence to the shared instructional leadership research, through an integrated model emphasising both principals’ and teachers’ leading roles.

To what extent is shared instructional leadership related to teacher self-efficacy and student academic performance in China?