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Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator: a partial least squares analysis

Crossref DOI link: https://doi.org/10.1057/s41599-023-02500-5

Published Online: 2024-01-02

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Thien, Lei Mee https://orcid.org/0000-0001-8626-9825
Liu, Peng
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Text and Data Mining valid from 2024-01-02

Version of Record valid from 2024-01-02
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Article History

Received: 19 April 2023

Accepted: 6 December 2023

First Online: 2 January 2024

Change Date: 19 February 2024

Change Type: Correction

Change Details: A Correction to this paper has been published:

Change Details: https://doi.org/10.1057/s41599-024-02726-x

Competing interests

: The authors declare no competing interests.

: This research adheres to the ethical standards and guidelines outlined in the Helsinki Declaration of 1964 and its subsequent amendments. All research procedures were conducted in accordance with these ethical standards. Ethical clearance for this study was obtained from the University Human Research Ethics, Universiti Sains Malaysia, with the code number USM/JEPeM/20020077.

: This study secured informed consent from each participant between May and August 2020. Every participant provided written consent after being adequately informed. Participation in the survey was entirely voluntary. All the responses are kept strictly confidential.

Updates are available Correction dated 2024-02-19

Click to view Correction: https://doi.org/10.1057/s41599-024-02726-x