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 at the class level.Data were collected from 5083 junior middle school students in 168 classes from 6 cities of 2 provinces in China.They anonymously filled out questionnaires on head-teachers’ transformational leadership behavior,head-teachers’ transactional leadership behavior,class interaction process,performance of outstanding members in the class and collective class efficacy.The results revealed that:In the class level,head teachers’ transformational leadership behavior and transactional behavior had no immediate impact on collective class efficacy,but each of them could influence collective class efficacy through the mediating 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.