The Influence Of The Principal's Leadership Style On Teacher Motivation And Job Performance In Rural Schools In China

Abstract

Teachers' happiness on the job was correlated with the leadership ideologies of rural Chinese school principals, according to the research. Additionally, we looked at how teachers' organisational commitment mediated the relationship between leadership style and performance on the job. Also considered were how the cultural norms of the principals' home nations were shown through their leadership approaches. Data was collected from 51 rural Chinese schools and analysed using a descriptive sequential mixed-methods strategy. To accomplish these four goals, the research gathered quantitative and qualitative data from 438 educators and 51 rural school administrators. Using Mplus Version 7.0, structural equation modelling was conducted. We used IBM SPSS Statistics Version 22 for data cleaning, descriptive, and reliability statistics. To synthesise the qualitative data, we turned to theme analysis. Teachers were more satisfied with their work when their leaders used transformational leadership strategies, as opposed to administrators who were passive-avoidant. When managers displayed the hands-off approach characteristic of passive avoidant leadership, employee productivity declined. In contrast, when managers used motivational methods, intellectual stimulation, or contingent pay typical of transactional leadership, employee output rose. According to several leadership style-happiness connections, employees' involvement in the firm played a role. Interestingly, a certain leadership style or trait was linked to every country's cultural features except masculinity. Scholars and politicians have suggested new research directions in light of these findings.