International Journal of Instructional Cases (IJIC)

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The Relationship between Deans’ Instructional Leadership, Lecturers’ Collective Efficacy, and Students’ Achievement in Higher Education: A Conceptual Framework

Ruoya Li
Faculty of Education, Universiti Malaya, 50603 Kuala Lumpur, Wilayah Persekutuan Kuala Lumpur, Malaysia & Faculty of Primary Education, Fuyang Preschool Education College, Anhui Fuyang 236000, China
Husaina Banu Kenayathulla
Faculty of Education, Universiti Malaya, 50603 Kuala Lumpur, Wilayah Persekutuan Kuala Lumpur, Malaysia
Kazi Enamul Hoque
Faculty of Education, Universiti Malaya, 50603 Kuala Lumpur, Wilayah Persekutuan Kuala Lumpur, Malaysia

Abstract

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.

Keywords:Instructional Leadership, Collective Efficacy, Students’ Achievement, Conceptual Framework