The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think?

Jia Zhang, Qinan Huang and Jianmei Xu
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Jia Zhang: College of Education, Zhejiang University, Hangzhou 310058, China
Qinan Huang: College of Education, Zhejiang University, Hangzhou 310058, China
Jianmei Xu: Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 310058, China

Sustainability, 2022, vol. 14, issue 4, 1-17

Abstract: This study explores the relationships among transformational leadership, professional learning community (PLC) components, and teachers’ job satisfaction from Chinese principals’ perspective. A survey was conducted among 572 principals from different provinces in China. Structural equation modelling results revealed that transformational leadership had a significant effect on all five components of PLCs (i.e., shared purpose, collaborative activity, collective focus on student learning, deprivatized practice, and reflective dialogue), and these five PLC components all significantly predicted teachers’ job satisfaction. Meanwhile, the effect of transformational leadership on teachers’ job satisfaction was also significant. Mediation analysis showed that all five components of PLCs were significant mediators between transformational leadership and teachers’ job satisfaction. The practical implications of the findings and suggestions for future research are also discussed.

Keywords: professional learning communities; transformational leadership; teachers’ job satisfaction; China (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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