The poor student performance in the Programme for International Student Assessment has urged the Malaysian authorities to upskill teachers’ professional learning. However, little is known about how instructional leadership contributes to teacher professional learning, especially in the Malaysian context. This study seeks to investigate the direct relationship between principal instructional leadership and teacher professional learning through the mediating effects of teachers’ trust in the principal and self-efficacy in a multiple mediated-effects model. Data were collected from 335 primary and secondary school teachers in Penang, Malaysia. A partial least squares structural equation modelling approach was used for data analysis. The results found that the relationship between principal instructional leadership and teacher professional learning is mediated by teachers’ trust in the principal and self-efficacy. Implications for theory and knowledge are presented.

国际学生评估计划中学生表现不佳，促使马来西亚当局提高教师的专业学习水平。但是，关于教学领导力如何促进教师专业学习的知之甚少，尤其是在马来西亚语境中。本研究旨在通过多种中介效应模型，通过教师对校长的信任和自我效能的中介效应，研究校长教学领导与教师专业学习之间的直接关系。数据来自马来西亚槟城的335名中小学教师。偏最小二乘结构方程建模方法用于数据分析。结果发现，校长教学领导与教师专业学习之间的关系是由教师对校长的信任和自我效能感所介导的。提出了对理论和知识的暗示。