The study examined the influences of leadership style on self-efficacy and how feedback influences this relationship. We gathered data on leadership style, feedback, and self-efficacy perceptions from foreign teachers (N = 281; female = 47%; age range 20-30 = 73%; European = 40.6%) teaching in schools across Ghana. Through path analysis, we established that transactional and transformational leadership styles enhanced the foreign teacher’s sense of self-efficacy, as did feedback. Feedback perceptions mediated the relationship between leadership style and self-efficacy by increasing the teacher’s perception of self-efficacy. The perceived value of feedback also moderated the relationship between leadership style and self-efficacy. We conclude that when teachers perceive feedback as valuable, they will utilize such feedback and make it relevant in their pursuit of outcomes.

该研究考察了领导风格对自我效能的影响以及反馈如何影响这种关系。我们从外国老师那里收集了有关领导风格，反馈和自我效能感的数据（N= 281; 女性= 47％；20-30岁年龄段= 73％；欧洲= 40.6％）在加纳各地的学校中进行教学。通过路径分析，我们发现交易和变革型领导风格可以增强外教的自我效能感，而反馈也可以增强这种能力。反馈知觉通过增加教师对自我效能感的理解来调节领导风格和自我效能感之间的关系。反馈的感知价值也缓和了领导风格和自我效能之间的关系。我们得出的结论是，当教师认为反馈是有价值的时，他们将利用这些反馈并将其与追求成果相关。