Abstract：It is important to clearly identify the antecedents of collective efficacy. Based on Bass’ leadership theory and Bandura’ social cognitive theory, this study proposed a multilevel structural equation model to explore how head-teachers’ transformational leadership behavior and transactional leadership behavior influenced collective class efficacy through class interaction process and performance of outstanding members in the class at the class level. Data was collected from 5083 junior middle school students in 168 classes from 6 cities of 2 provinces in China. They anonymously filled out questionnaires regarding head-teachers’ transformational leadership behavior, head-teachers’ transactional leadership behavior, class interaction process, performance of outstanding members in the class and collective class efficacy. Meanwhile, students’ demographic information including gender, grade, and SES was all obtained. At the class level, class size and head-teachers’ gender also were required to report. All the measures have good reliability and validity. Finally, we conducted a multilevel structural equation (MSEM) analysis to estimate direct and indirect effects in the case of clustered data. The results revealed that: In the class level, head teachers’ transformational leadership behavior and transactional behavior has no immediate impact on collective class efficacy, but each of them can influence collective class efficacy through the mediation effect of class interaction process and performance of outstanding members in the class. This study extended our knowledge that transformational leadership and transactional leadership have the cross-organizational and cross-cultural applicability of the construct in a Chinese classroom setting. Moreover, It is also most meaningful to deeply understand how head-teachers’ transformational leadership behavior and transactional leadership behavior facilitate collective class efficacy at the class level. In practice, education managers should improve head-teachers’ transformational leadership behavior and transactional leadership behavior, while enhance class interaction or develop performance of outstanding members in the class.
石雷山，姜冬梅，高峰强. 领导行为对集体效能的影响：基于初中班级组织的研究[J]. 应用心理学, 2019, 25(3): 253-261.
SHI Lei-shan，QIANG Dong-mei， GAO Feng-qiang. Effects of Leadership Behavior on Collective Efficacy: a Study Based on Class Organization in Junior Middle School. 应用心理学, 2019, 25(3): 253-261.
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