The Influence of Transformational Leadership on Teachers’ Job Satisfaction at Private Schools in Guangzhou
Mingli Xie, Supinda Lertlit
This research aims to achieve three main objectives: 1) to determine the level of transformational leadership on teachers’ job satisfaction at private schools in Guangzhou; 2) to identify the influences of transformational leadership on teachers’ job satisfaction at private schools in Guangzhou; and 3) to develop guidelines for enhancing the influence of transformational leadership on teachers’ job satisfaction at private schools in Guangzhou. Data was collected from 356 respondents and 11 interviewees, selected purposively from the 21 private school principals in BaiYun District. Questionnaires and interviews were used, with Stepwise Multiple Regression Analysis at a significance level of 0.05 to test the hypotheses. The research findings are summarized as follows: 1) The overall perception of the Transformational Leadership components is at a low level. The component with the highest score at the low level is Motivation, followed by Change and Innovation, Communication, and Context. Teachers' job satisfaction is also rated at a low level, with the highest score at the low level not specified, followed by advancement opportunities and relationships with colleagues and supervisors. 2) Work Success and Nature of Work significantly influence transformational leadership in all aspects, while Acceptance and Respect influence Focus, Change and Innovation, Outcomes, and Context. 3) The study suggests that there should be an evaluation by seven experts and improvement of the format by including illustrations to make the content more engaging. Additionally, it recommends adding connections between management and leadership content to show what managers need to do to be effective leaders.
Keywords: Transformational leadership, Teachers’ job satisfaction, Guideline
