The Mediating Role of Teacher Collaboration in the Relationship between Instructional Leadership and Faculty Performance

Abstract

Instructional leadership has emerged as a crucial factor in shaping teaching effectiveness and overall faculty performance in higher education institutions. However, the mechanism through which instructional leadership influences performance is still underexplored. This study investigates the mediating role of teacher collaboration in the relationship between instructional leadership and faculty performance at the undergraduate level. A quantitative research design was employed, utilizing a survey administered to faculty members across selected universities. Data were analyzed using structural equation modeling to assess direct and indirect relationships. Findings revealed that instructional leadership significantly enhances faculty performance, both directly and indirectly, through promoting teacher collaboration. The results suggest that when leaders encourage professional dialogue, teamwork, and shared decision-making, faculty members demonstrate improved teaching effectiveness, motivation, and student engagement. The study contributes to the growing literature on instructional leadership by highlighting collaboration as a vital mediating factor, offering implications for policy and practice in higher education leadership.

Keywords: Instructional Leadership, Teacher Collaboration, Faculty Performance, Higher Education, Mediation