This study investigated the relationship among self-efficacy, perceived power distance, and school effectiveness in elementary school teachers. It utilized a multiple-group analysis approach to determine whether there were variations in how teachers in general public elementary schools and those in experimental education schools in Taiwan. Established measurement scales were employed for the questionnaire, and after conducting reliability and confirmatory factor analyses to validate them, the formal questionnaire was administered. Data were collected from 220 teachers in general public schools and 244 teachers in experimental education schools. SmartPLS4 was used to conduct both an overall structural analysis and a multiple-group analysis.
The research findings revealed that, overall, self-efficacy among Taiwanese elementary school teachers had a direct positive impact on school effectiveness, with perceived power distance acting as a moderating factor. These patterns were consistent for both kinds of schools. Additionally, in the multiple-group analysis, it was discovered that the moderating effect of teachers' perceived power distance was significantly higher in general public elementary schools compared to experimental education ones. This suggests that factors such as organizational structure may contribute to lower perceived power distance among teachers in experimental education schools, ultimately affecting their outcomes. Finally, this study concluded by offering recommendations for further research based on the aforementioned results.

Authors:
Chien Chih Chen, National Taipei University of Education, Taiwan

About the Presenter(s)
Chien-Chih Chen is currently an assistant professor in the Department of Educational Management at the National Taipei University of Education. His research interests include experimental education, and multivariate statistical analysis.

Additional website of interest
https://en.chen2020.com.tw/

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