The Influence of Class Teachers’ Leadership Behavior and Personal Characteristics on Student Academic Performance: A Study of Fuzzy Set Qualitative Comparative Analysis Citing H Middle School as a Case Study

Abstract

Leadership behavior of classroom teachers has a significant impact on students’ academic success. However, little empirical research on this subject has been undertaken in China. By developing truth tables and doing necessary computations, this study examines the influence of differential combinations of parameters connected to class teachers’ qualities and leadership behavior on student academic performance. It has been discovered that the democratic leadership behavior displayed by class teachers is the most popular among students and is helpful to student academic achievement; the numerous combinations of linked characteristics have varying effects on student academic performance. The study compensates for a dearth of empirical research on the subject and sheds light on the process by which class teacher leadership influences student academic progress.