Exploring the Relationship between Head teachers' Leadership Efficacy and Teachers' Engagement in Professional Learning Communities in Balochistan, Pakistan

Abstract

This study investigates the relationship between head teachers' leadership efficacy and teachers' engagement in professional learning communities (PLCs) within the educational context of Balochistan, Pakistan. Leveraging Social Cognitive Theory (SCT), the research examines the extent to which leadership efficacy influences teachers' collective efficacy and their practices of knowledge sharing within PLCs. Employing a quantitative research design, data were collected from 823 head teachers across Balochistan using structured survey instruments. The findings underscore the critical role of head teachers in fostering professional environments that encourage collective teacher engagement, ultimately contributing to improved student outcomes. The study offers significant implications for educational policy and leadership training programs aimed at enhancing the efficacy of head teachers in developing and sustaining PLCs.