Assessing the impact of creative leadership on learning outcomes: A mediated-moderated model of self-efficacy and teacher–student relationships

Abstract

This study examines the impact of creative leadership (CL) on learning outcomes (LO) among students in Beijing, China, focusing on the mediating role of self-efficacy (SE) and the moderating influence of teacher–student relationships. The research aims to deepen understanding of how leadership practices influence student achievement through psychological mechanisms and relational contexts, especially within vocational education. A quantitative approach was used, involving 231 students from vocational institutions in Beijing. Data collection employed validated scales measuring CL, SE, teacher–student relationships, and LO. Structural equation modeling (SEM) with SmartPLS tested the hypothesized direct, mediated, and moderated relationships. The analysis included assessments of reliability and validity, along with bootstrapping techniques to verify statistical significance. Results show that CL significantly improves LO both directly and indirectly by enhancing students’ SE. Additionally, teacher–student relationships positively moderate the relationship between CL and SE, amplifying its effect. The mediated-moderated model indicates that the indirect influence of CL on LO is stronger when teacher–student relationships are high. This research contributes to leadership and educational psychology literature by integrating CL, SE, and relational dynamics into a comprehensive framework. Practically, the findings emphasize the importance for educators and policymakers to promote leadership practices that foster creativity and supportive teacher–student relationships, leading to sustainable improvements in academic performance.