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

Zhang, Jia; Huang, Qinan; Xu, Jianmei

doi:10.3390/su14042362

Open AccessArticle

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

by

Jia Zhang

¹

,

Qinan Huang

¹

and

Jianmei Xu

^2,*

¹

College of Education, Zhejiang University, Hangzhou 310058, China

²

Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 310058, China

^*

Author to whom correspondence should be addressed.

Sustainability 2022, 14(4), 2362; https://doi.org/10.3390/su14042362

Submission received: 24 January 2022 / Revised: 14 February 2022 / Accepted: 15 February 2022 / Published: 18 February 2022

(This article belongs to the Special Issue Understanding Teachers’ Emotions and Well-being for Sustainable School Development)

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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

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MDPI and ACS Style

Zhang, J.; Huang, Q.; Xu, J. The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think? Sustainability 2022, 14, 2362. https://doi.org/10.3390/su14042362

AMA Style

Zhang J, Huang Q, Xu J. The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think? Sustainability. 2022; 14(4):2362. https://doi.org/10.3390/su14042362

Chicago/Turabian Style

Zhang, Jia, Qinan Huang, and Jianmei Xu. 2022. "The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think?" Sustainability 14, no. 4: 2362. https://doi.org/10.3390/su14042362

APA Style

Zhang, J., Huang, Q., & Xu, J. (2022). The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think? Sustainability, 14(4), 2362. https://doi.org/10.3390/su14042362

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

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

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