{"title":"The influence of authentic leadership on teacher performance in Guiyang public primary schools","authors":"","doi":"10.1016/j.stueduc.2024.101400","DOIUrl":null,"url":null,"abstract":"<div><p>This study examines the impact of authentic leadership on teacher performance within the context of Chinese primary schools, focusing specifically on the mediating roles of internalized moral perspective, balanced processing, and relational transparency. Utilizing a sample of 396 primary school teachers from 18 public primary schools in Guiyang, China, the study employs Partial Least Squares Structural Equation Modelling (PLS-SEM) to analyze the data. Results reveal that all four dimensions of authentic leadership—self-awareness, internalized moral perspective, balanced processing, and relational transparency—significantly enhance teacher performance. Additionally, internalized moral perspective, balanced processing, and relational transparency were found to mediate the relationship between self-awareness and teacher performance. These findings highlight the importance of fostering authentic leadership to improve educational outcomes. The study discusses its implications for teacher training programs, potential limitations, and directions for future research.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X24000798","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study examines the impact of authentic leadership on teacher performance within the context of Chinese primary schools, focusing specifically on the mediating roles of internalized moral perspective, balanced processing, and relational transparency. Utilizing a sample of 396 primary school teachers from 18 public primary schools in Guiyang, China, the study employs Partial Least Squares Structural Equation Modelling (PLS-SEM) to analyze the data. Results reveal that all four dimensions of authentic leadership—self-awareness, internalized moral perspective, balanced processing, and relational transparency—significantly enhance teacher performance. Additionally, internalized moral perspective, balanced processing, and relational transparency were found to mediate the relationship between self-awareness and teacher performance. These findings highlight the importance of fostering authentic leadership to improve educational outcomes. The study discusses its implications for teacher training programs, potential limitations, and directions for future research.
期刊介绍:
Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.