The mediating role of teacher self-efficacy between principals 'educational leadership with teachers' commitment in North Fars province

Improving the quality of teacher education and performance and efficiency is one of the major goals of education and one of the processes of teacher effectiveness and performance is educational leadership. The purpose of this study was to the mediating role of teacher self-efficacy between principals 'educational leadership with teachers' commitment in North Fars province. The method of this research is descriptive-correlational. The statistical population of this study is comprised of teachers in the northern schools of Fars province with a population of about 2800. The sample size was 338 individuals using random sampling method. The Ellik Millkar (2003) questionnaire, Chen's collective self-efficacy questionnaire (2015), and the teacher commitment questionnaire were used to measure principals' educational leadership. The reliability of the questionnaire was assessed by Cronbach's alpha coefficient and its composite reliability and validity by content and content validity. The research hypotheses were analyzed using structural equation modeling technique. The results of the study indicated that educational managers' leadership had a positive and significant effect on teacher's self-efficacy and teacher commitment. Teacher plays