Tiguryera, ScholasticaMugizi, WilsonSsettumba, John Bosco2024-09-022024-09-022024-08-30Tiguryera, S., Mugizi, W., & Ssettumba, J. B. (2024). Instructional Leadership and Self-Efficacy of Academic Staff in Public Universities in Uganda. East African Journal of Education Studies, 7(3), 391-407.https://doi.org/10.37284/eajes.7.3.2159https://hdl.handle.net/20.500.12504/2047This study examined the casual linkage between instructional leadership and self-efficacy of academic staff in four public universities in Uganda. Particularly, the study investigated the influence of instructional supervision, curriculum coordination, profession development, and monitoring students’ progress on self-efficacy of academic staff in Ugandan public universities. The study was guided by the positivist research philosophy hence used the quantitative approach employing the correlational research design. Random sampling was adopted to obtain the academic staff members who provided data through a selfadministered questionnaire. Partial least squares structural equation modelling (PLS-SEM) results revealed that of the four instructional leadership constructs, only curriculum coordination and monitoring students’ progress influence teacher self-efficacy. Professional development had a positive but insignificant influence, while instruction supervision had a negative and insignificant influence on teaching selfefficacy of academic. The study concluded that curriculum coordination and monitoring students’ progress are crucial for teacher self-efficacy while professional development and instructional supervision have a slight contribution. To foster teacher self-efficacy, instructional leaders in universities should prioritize effective curriculum coordination and monitoring of students' progress.enCurriculum coordinationMonitoring students’ progressProfessional developmentInstructional supervisionInstructional leadershipSelf-efficacyArticle