The influence of authentic leadership on teacher performance in Guiyang public primary schools

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2024-09-11 DOI:10.1016/j.stueduc.2024.101400

Yihong Long , Yi Xia , Fasheng Cao , Yuan Long

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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.

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真实领导对贵阳市公立小学教师绩效的影响

本研究探讨了在中国小学背景下，真实领导力对教师绩效的影响，尤其关注内化道德观、平衡处理和关系透明度的中介作用。研究采用偏最小二乘法结构方程模型（PLS-SEM）对数据进行分析。结果显示，真实领导力的四个维度--自我意识、内化道德观、平衡处理和关系透明度--都能显著提高教师绩效。此外，研究还发现，内化道德观、平衡处理和关系透明度在自我意识与教师绩效之间起到了中介作用。这些发现凸显了培养真实领导力对改善教育成果的重要性。本研究讨论了其对教师培训计划的影响、潜在的局限性以及未来的研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

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.