Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools
Paternalistic leadership (PL) is prevalent in organizations in East Asia, but few studies have examined its potential effects in school contexts. This study explored the relationship between PL, trust in the principal, and teachers’ satisfaction and commitment to students, with a focus on the mediat...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2020-07-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01481/full |
| _version_ | 1818508258698067968 |
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| author | Xiao Shi Xiao Shi Zeyuan Yu Xin Zheng Xin Zheng |
| author_facet | Xiao Shi Xiao Shi Zeyuan Yu Xin Zheng Xin Zheng |
| author_sort | Xiao Shi |
| collection | DOAJ |
| description | Paternalistic leadership (PL) is prevalent in organizations in East Asia, but few studies have examined its potential effects in school contexts. This study explored the relationship between PL, trust in the principal, and teachers’ satisfaction and commitment to students, with a focus on the mediating role of trust in the principal in Chinese schools. Using a quantitative method, the study investigated 408 primary schoolteachers in mainland China. The results showed that the three dimensions of PL had different effects on teachers’ job satisfaction, trust in the principal, and commitment to students. Moral leadership had positive effects, while authoritarian leadership had negative effects on teachers’ job satisfaction and commitment to students. Meanwhile, trust in the principal played a mediating role of authoritarian and moral leadership on teachers’ job satisfaction and commitment to students. Finally, implications and suggestions are discussed for leadership practices in Chinese schools and those in similar cultures. |
| first_indexed | 2024-12-10T22:29:10Z |
| format | Article |
| id | doaj.art-7afddeba6ecd4f09819f3d32c8b787a8 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-10T22:29:10Z |
| publishDate | 2020-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-7afddeba6ecd4f09819f3d32c8b787a82022-12-22T01:31:05ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-07-011110.3389/fpsyg.2020.01481545735Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese SchoolsXiao Shi0Xiao Shi1Zeyuan Yu2Xin Zheng3Xin Zheng4Faculty of Education, Southwest University, Chongqing, ChinaInternational College of Chongqing University of Posts and Telecommunications, Chongqing, ChinaFaculty of Education, Southwest University, Chongqing, ChinaFaculty of Education, Southwest University, Chongqing, ChinaCenter for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, ChinaPaternalistic leadership (PL) is prevalent in organizations in East Asia, but few studies have examined its potential effects in school contexts. This study explored the relationship between PL, trust in the principal, and teachers’ satisfaction and commitment to students, with a focus on the mediating role of trust in the principal in Chinese schools. Using a quantitative method, the study investigated 408 primary schoolteachers in mainland China. The results showed that the three dimensions of PL had different effects on teachers’ job satisfaction, trust in the principal, and commitment to students. Moral leadership had positive effects, while authoritarian leadership had negative effects on teachers’ job satisfaction and commitment to students. Meanwhile, trust in the principal played a mediating role of authoritarian and moral leadership on teachers’ job satisfaction and commitment to students. Finally, implications and suggestions are discussed for leadership practices in Chinese schools and those in similar cultures.https://www.frontiersin.org/article/10.3389/fpsyg.2020.01481/fullpaternalistic leadershiptrust in the principaljob satisfactioncommitment to studentsteacher commitmentChinese contexts |
| spellingShingle | Xiao Shi Xiao Shi Zeyuan Yu Xin Zheng Xin Zheng Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools Frontiers in Psychology paternalistic leadership trust in the principal job satisfaction commitment to students teacher commitment Chinese contexts |
| title | Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools |
| title_full | Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools |
| title_fullStr | Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools |
| title_full_unstemmed | Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools |
| title_short | Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools |
| title_sort | exploring the relationship between paternalistic leadership teacher commitment and job satisfaction in chinese schools |
| topic | paternalistic leadership trust in the principal job satisfaction commitment to students teacher commitment Chinese contexts |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01481/full |
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