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<p>Technology integration (TI) for students’ cognitive engagement has been a key issue in the improvement of teaching and learning. For this reason, it is important to identify the factors that are associated with pedagogically meaningful ways of TI in teaching practice. The present study aimed to examine the interplay between principal empowering leadership, teacher self-efficacy, and TI in different types of learning activities. Structural equation modelling was utilized to analyse data collected from 715 teachers across Serbian primary and secondary schools. Our findings revealed that teacher self-efficacy mediates the paths between principal empowering leadership and various approaches to TI. Furthermore, the indirect relationships of empowering school leadership with different types of technology-enhanced learning activities were similar in strength. The findings demonstrate that this type of school leadership explained modest amount of variance (13–15%) in student cognitive engagement in technology-supported learning. Overall, the study contributes to theory by clarifying the mediating role of teacher self-efficacy in the relationship between school leadership and TI, with effects consistent across levels of cognitive engagement. Practically, the findings suggest that principal empowering leadership can strengthen teacher self-efficacy and enhance the quality of TI in schools.</p>

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Teacher self-efficacy as a mediator of the relationship between principal empowering leadership and technology integration

  • 期刊论文

  • 发表日期：

    2026年7月29日

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  • Stefan Ninković,
  • Stanislava Olić Ninković,
  • Mirjana Maričić

摘要

Technology integration (TI) for students’ cognitive engagement has been a key issue in the improvement of teaching and learning. For this reason, it is important to identify the factors that are associated with pedagogically meaningful ways of TI in teaching practice. The present study aimed to examine the interplay between principal empowering leadership, teacher self-efficacy, and TI in different types of learning activities. Structural equation modelling was utilized to analyse data collected from 715 teachers across Serbian primary and secondary schools. Our findings revealed that teacher self-efficacy mediates the paths between principal empowering leadership and various approaches to TI. Furthermore, the indirect relationships of empowering school leadership with different types of technology-enhanced learning activities were similar in strength. The findings demonstrate that this type of school leadership explained modest amount of variance (13–15%) in student cognitive engagement in technology-supported learning. Overall, the study contributes to theory by clarifying the mediating role of teacher self-efficacy in the relationship between school leadership and TI, with effects consistent across levels of cognitive engagement. Practically, the findings suggest that principal empowering leadership can strengthen teacher self-efficacy and enhance the quality of TI in schools.