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

被引：22
|
作者：
Zhang, Jia [1 ]
Huang, Qinan [1 ]
Xu, Jianmei [2 ]
机构：
[1] Zhejiang Univ, Coll Educ, Hangzhou 310058, Peoples R China
[2] Hangzhou Normal Univ, Jing Hengyi Sch Educ, Hangzhou 310058, Peoples R China
来源：
SUSTAINABILITY | 2022年 / 14卷 / 04期
关键词：
professional learning communities; transformational leadership; teachers' job satisfaction; China; SCHOOL LEADERSHIP; STUDENT-ACHIEVEMENT; ORGANIZATIONAL COMMITMENT; COLLECTIVE EFFICACY; SECONDARY-SCHOOL; MEDIATING ROLE; COLLABORATION; MULTILEVEL; BURNOUT; IMPACT;
D O I：
10.3390/su14042362
中图分类号：
X [环境科学、安全科学];
学科分类号：
08 ; 0830 ;
摘要：
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.
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页数：17
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