The present study introduces a conceptual framework illustrating how deans’ leadership can influence students’ educational outcomes within vocational education by leveraging the collective efficacy of lecturers. Rooted in social cognitive theory, this framework underscores the pivotal role of social influences in shaping individuals’ attitudes and behaviours. It posits that deans’ instructional leadership has the potential to strengthen lecturers’ shared beliefs, thereby enhancing students’ learning capabilities and academic performance. The framework further suggests that such leadership may affect academic success through multiple mechanisms, including the cultivation of a conducive learning environment, the promotion of student engagement, and the encouragement of educational self-regulation. Overall, it highlights the significance of instructional leadership within the context of learning and higher education, advocating for the empowerment and sustained support of educators.