Frontiers in psychology · 2026
Distributed leadership and teachers' work engagement: subjective well-being as a mediator and perceived collective teacher efficacy as a moderator.
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Alanoğlu Müslim, Khudhur Rebin Salih, Demirtaş Zülfü, Uslukaya Alper
Аннотация
INTRODUCTION: This study examined the association between distributed leadership and teachers' work engagement, with teacher subjective well-being specified as a mediator and perceived collective teacher efficacy as a moderator.
METHODS: Drawing on the Job Demands-Resources model and social cognitive theory, a moderated mediation model was tested using Bayesian structural equation modeling. Data were collected from 598 teachers working in 60 public schools in Erbil, Kurdistan Region of Iraq.
RESULTS: Distributed leadership was positively associated with teacher subjective well-being [β = 0.233, 95% BCI (0.077, 0.381)] and work engagement [β = 0.234, 95% BCI (0.135, 0.333)], while subjective well-being was positively associated with work engagement [β = 0.172, 95% BCI (0.112, 0.232)]. The indirect association through subjective well-being was supported [B = 0.039, 95% BCI (0.012, 0.074)]. Perceived collective teacher efficacy moderated the association between distributed leadership and subjective well-being [β = 0.099, 95% BCI (0.003, 0.192)]. The conditional indirect association was supported at the mean and higher levels of perceived collective teacher efficacy but not at lower levels, and the index of moderated mediation excluded zero [B = 0.019, 95% BCI (0.001, 0.043)]. These conclusions remained stable under alternative prior specifications.
DISCUSSION: The findings indicate an indirect statistical association between distributed leadership and work engagement through teacher subjective well-being, which varied according to perceived collective teacher efficacy. Given the cross-sectional, self-report design, this mediation represents a statistical decomposition of covariance rather than evidence of a causal mechanism or temporal sequence.
METHODS: Drawing on the Job Demands-Resources model and social cognitive theory, a moderated mediation model was tested using Bayesian structural equation modeling. Data were collected from 598 teachers working in 60 public schools in Erbil, Kurdistan Region of Iraq.
RESULTS: Distributed leadership was positively associated with teacher subjective well-being [β = 0.233, 95% BCI (0.077, 0.381)] and work engagement [β = 0.234, 95% BCI (0.135, 0.333)], while subjective well-being was positively associated with work engagement [β = 0.172, 95% BCI (0.112, 0.232)]. The indirect association through subjective well-being was supported [B = 0.039, 95% BCI (0.012, 0.074)]. Perceived collective teacher efficacy moderated the association between distributed leadership and subjective well-being [β = 0.099, 95% BCI (0.003, 0.192)]. The conditional indirect association was supported at the mean and higher levels of perceived collective teacher efficacy but not at lower levels, and the index of moderated mediation excluded zero [B = 0.019, 95% BCI (0.001, 0.043)]. These conclusions remained stable under alternative prior specifications.
DISCUSSION: The findings indicate an indirect statistical association between distributed leadership and work engagement through teacher subjective well-being, which varied according to perceived collective teacher efficacy. Given the cross-sectional, self-report design, this mediation represents a statistical decomposition of covariance rather than evidence of a causal mechanism or temporal sequence.