Distributed leadership mirrors teacher professionalism via collaborative learning and relational trust: evidence from China

Purpose The study seeks to unpack the effect of distributed leadership on teacher professionalism, and the mediating roles of collaborative learning and relational trust in the Chinese cultural context. Design/methodology/approach The proposed framework was examined based on the questionnaire data from 522 primary and secondary school teachers in China using structural equation modeling. Findings It was found that distributed leadership had a direct positive impact on collaborative learning and relational trust, which also exerted the direct positive impact on teacher professionalism. However, distributed leadership cannot directly affect teacher professionalism in China. Only through the full mediation of collaborative learning and relational trust, could distributed leadership facilitate teacher professionalism in an indirect way. The proportion of sequence mediating effect was the highest, followed by the single mediating role played by relational trust. Originality/value We have demonstrated to international scholars the indirect value of distributed leadership in enhancing teacher professionalism in China. The results not only enrich the existing influencing mechanism framework of professionalism, but also provide valuable implications that school leadership does not have a completely positive effect on teacher professionalism. Only when the empowering leadership style is truly perceived by teachers and strengthens their collaborative learning and mutual trust, can a team of capable educators be formed to promote teacher professionalism. It also indicates that teacher professionalism becomes a systematic and structural process requiring support from multiple parties, such as schools, leaders, colleagues and self.