The Impact Of The Leadership Style Of The Principal In China's Rural Schools On The Motivation And Job Performance Of Teachers
Abstract
Administrators' leadership beliefs were examined in connection to teachers' levels of work satisfaction in rural Chinese schools. It also looked at how teachers' organisational commitment affected the link between leadership style and performance. Each country's cultural characteristics were considered while examining the different principals' leadership philosophies. A mixed-methods descriptive sequential strategy was used to analyse the data that was gathered from 51 rural schools in China. This study aimed to achieve these four objectives by collecting quantitative and qualitative information from 438 rural teachers and 51 rural school administrators. Data cleaning, descriptive statistics, reliability analysis, and structural equation modelling were all carried out using IBM SPSS Statistics Version 22, while theme analysis was used for the synthesis of qualitative data. When administrators embraced transformational leadership tactics, teachers reported higher levels of work satisfaction than when administrators opted for more passive-avoidant approaches. In contrast to the hands-off approach of passive avoidant leadership, which decreased employee productivity, transactional leadership increased output via motivational tactics, intellectual stimulation, and contingent remuneration. The degree to which employees cared about the company affected many associations between leadership styles and job satisfaction. Furthermore, every cultural trait of a country was associated with a certain leadership style and attribute, except masculinity. Educators and legislators develop proposals for future studies based on these results.
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