Developing a Model of The Impact of Situational Leadership on Instructors' Self-Efficacy in Universities in Shandong, China
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In the evolving educational landscape, effective leadership styles and the development of instructors' self-efficacy are crucial for the success and advancement of academic institutions. This study aims to examine the multifaceted impact of situational leadership style on university instructors in Shandong, China. Specifically, it measures how situational leadership influences instructors’ self-efficacy using a validated self-efficacy scale and analyzes its effect on instructional competence through quantitative evaluation tools. Furthermore, the study assesses the relationship between situational leadership and instructors’ career planning as well as their levels of peer support, using quantitative data and survey methods. Ultimately, the research seeks to develop a comprehensive model illustrating the impact of situational leadership on instructors’ self-efficacy within the higher education context, Paul Hersey, and Kenneth Blanchard, this research explores the complex relationships among leadership styles, instructor characteristics, situational contexts, and instructor self-efficacy. This study used a quantitative research design with purposive selection of 443 teachers from diverse academic backgrounds. The data collection instrument includes demographic information, a situational leadership style survey adapted and modified from Hersey and Blanchard’s model, and a survey addressing instructor self-efficacy, competence, goal clarity, career planning, and peer support. The process entails obtaining approval and collaboration from university administrators, while ensuring transparent communication with participants to secure voluntary engagement. This study confirms that the Situational Leadership Style has a significant positive impact on instructor self-efficacy. Instructor competence, peer support, and career planning are mediators in this relationship. The findings highlight the importance of combining external leadership strategies with internal capacity building to enhance instructor self-efficacy.
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