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<p>This study investigates the relationships between distributed leadership (DL) and secondary school teachers’ teaching practices (TP) during Vietnam’s transition to a competency-based curriculum under Circular 32/2018/TT-BGDĐT. Addressing a critical gap in literature, this research examines the application of Western-centric leadership concepts within a highly centralised, Confucian socialist context. Using PLS-SEM to analyse cross-sectional TALIS 2018 data from 2,577 lower secondary teachers, the study evaluates the direct paths from DL to TP, alongside the mediating roles of teacher self-efficacy (TSE) and school innovativeness (SINO), and the moderating role of teacher autonomy (TAU). Results demonstrate that DL positively predicts TP both directly and indirectly through TSE. Interestingly, a unique chain of mediation emerged in which SINO is negatively associated with TP directly but positively predicts TSE, which in turn positively predicts TP. Furthermore, TAU significantly moderates the direct DL–TP relationship. These findings underscore the importance of aligning structural leadership dynamics with teachers’ psychological perceptions during educational reform. The study recommends that policymakers align curriculum innovation with traditional assessments, provide strong support mechanisms for teachers, and prioritise teachers’ psychological readiness to achieve substantive improvements in instructional quality.</p>

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The interaction of distributed leadership, school innovativeness, teacher self-efficacy, and teacher autonomy in enhancing teaching practices

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月14日

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  • Hoang Anh Khau,
  • Chuan‑Chung Hsieh

摘要

This study investigates the relationships between distributed leadership (DL) and secondary school teachers’ teaching practices (TP) during Vietnam’s transition to a competency-based curriculum under Circular 32/2018/TT-BGDĐT. Addressing a critical gap in literature, this research examines the application of Western-centric leadership concepts within a highly centralised, Confucian socialist context. Using PLS-SEM to analyse cross-sectional TALIS 2018 data from 2,577 lower secondary teachers, the study evaluates the direct paths from DL to TP, alongside the mediating roles of teacher self-efficacy (TSE) and school innovativeness (SINO), and the moderating role of teacher autonomy (TAU). Results demonstrate that DL positively predicts TP both directly and indirectly through TSE. Interestingly, a unique chain of mediation emerged in which SINO is negatively associated with TP directly but positively predicts TSE, which in turn positively predicts TP. Furthermore, TAU significantly moderates the direct DL–TP relationship. These findings underscore the importance of aligning structural leadership dynamics with teachers’ psychological perceptions during educational reform. The study recommends that policymakers align curriculum innovation with traditional assessments, provide strong support mechanisms for teachers, and prioritise teachers’ psychological readiness to achieve substantive improvements in instructional quality.