Examining the Moderating Role of Teacher Self-Efficacy in the Relationship Between Transformational Leadership and Collaborative School Culture in the Digital Era: Evidence from Teachers in Oman

Abstract

Background: Transformational leadership boosts education quality, but we don't know much about how it works in digital settings, especially in the Middle East. Objective: This study looked at how transformational leadership affects teacher self-efficacy through a collaborative culture in Omani public schools during the digital age. Methods: A quantitative cross-sectional survey was administered to 330 teachers and school administrators from nine public schools in Musandam Governorate, Sultanate of Oman (N = 2,400; response rate = 86.39%). Data were analyzed using descriptive statistics, Pearson correlation, multiple regression, and Partial Least Squares Structural Equation Modelling (PLS-SEM) via SPSS v25 and SmartPLS 4. Three hypotheses were tested. Results: Transformational leadership strongly predicts both educational quality and collaborative culture, explaining 73.9% of the variance in culture and 73.5% in quality. The correlation between transformational leadership and collaborative culture is super strong too (r = .834; p < .001). Also, teacher self-efficacy significantly affects this relationship (β = −.044; t = 2.906; p = .004), meaning higher self-efficacy slightly weakens the leadership impact. Essentially, leadership drives collaboration most intensely when teachers' confidence needs a boost. Conclusion: All three hypotheses were supported. Transformational leadership boosts collaborative culture in Omani schools, and teacher self-efficacy plays a key role too. This has big implications for leadership development and teacher growth programs.