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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Jia Zhang & Qinan Huang & Jianmei Xu, 2022. "The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think?," Sustainability, MDPI, vol. 14(4), pages 1-17, February.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:4:p:2362-:d:753109
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    References listed on IDEAS

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    1. María Soledad Ramírez-Montoya & Lucy Andrade-Vargas & Diana Rivera-Rogel & May Portuguez-Castro, 2021. "Trends for the Future of Education Programs for Professional Development," Sustainability, MDPI, vol. 13(13), pages 1-17, June.
    2. María Soledad Ramírez-Montoya & María Isabel Loaiza-Aguirre & Alexandra Zúñiga-Ojeda & May Portuguez-Castro, 2021. "Characterization of the Teaching Profile within the Framework of Education 4.0," Future Internet, MDPI, vol. 13(4), pages 1-17, April.
    3. Mohamed Oubibi & Antony Fute & Weilong Xiao & Binghai Sun & Yueliang Zhou, 2022. "Perceived Organizational Support and Career Satisfaction among Chinese Teachers: The Mediation Effects of Job Crafting and Work Engagement during COVID-19," Sustainability, MDPI, vol. 14(2), pages 1-18, January.
    4. Wang, Dan & Wang, Jingying & Li, Hui & Li, Ling, 2017. "School context and instructional capacity: A comparative study of professional learning communities in rural and urban schools in China," International Journal of Educational Development, Elsevier, vol. 52(C), pages 1-9.
    5. Huey-Wen Chou & Yu-Hsun Lin & Hsiu-Hua Chang & Wen-Wei Chuang, 2013. "Transformational Leadership and Team Performance," SAGE Open, , vol. 3(3), pages 21582440134, July.
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    Cited by:

    1. Salustia Teresa Cano Ibarra & Maria Teresa De La Garza Carranza & Patricia Galvan Morales & Jose Porfirio Gonzalez Farias, 2023. "Perceived Distributed Leadership, Job Satisfaction, and Professional Satisfaction among Academics in Guanajuato Universities," Merits, MDPI, vol. 3(3), pages 1-16, August.

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