THE RELATIONSHIP BETWEEN PERCEIVED TRANSFORMATIONAL LEADERSHIP OF LEADERS AND JOB SATISFACTION AMONG PUBLIC UNIVERSITY TEACHERS IN JINZHOU

Author

Benfeng Yu

Year of Award

2024

Document Type

Dissertation

Degree Type

Doctor of Philosophy (PhD)

Degree Name

International Educational Leadership

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

John Matt

Commitee Members

William P. McCaw, Erica Allen, Patty Kero, Daniel Lee

Keywords

Job Satisfaction, Perceived Transformational Leadership, Public University Teachers, Relationship

Abstract

Teachers’ job satisfaction(JS) is one of the key factors in university development and is regarded as the main variable in evaluating the effectiveness of human resources. Transformational leaders can effectively involve and motivate teachers to generate new visions and teaching practices. However, few studies have been conducted in China to examine the effects of transformational leadership on teachers’ JS. Thus, this paper showcased a quantitative study that explored the relationship between the perceived Chinese transformational leadership(CTL) of leaders and teachers’ JS. The theoretical framework was built on teachers’ JS and CTL theory in the Chinese context.

A non-experimental correlational-comparative methodology was utilized with an explanatory quantitative research design. This study aimed to explore the relationship between perceived leaders’ CTL and teachers’ JS in three public universities in Jinzhou, Liaoning, China. Three hundred and fifty-one participants completed the Transformational Leadership Questionnaire (TLQ) and Minnesota Satisfaction Questionnaire (MSQ). The results indicated CTL tended to get a high score and existed in China and teachers’ JS was high. There was a positive correlation between perceived leaders’ CTL and teachers’ JS. There was a statistically significant difference in perceived leaders’ CTL but no statistically significant difference in teachers’ JS based on teachers’ gender, years of teaching, and professional rank. There was a statistically significant difference in perceived leaders’ CTL and teachers’ JS based on teachers’ age. Finally, there was no statistically significant difference in perceived leaders’ CTL and teachers’ JS based on teachers’ education level and salary.

The findings offered a panoramic view of perceived leaders’ CTL and teachers’ JS in Jinzhou. In consideration of a deficiency of literature on leaders’ CTL and teachers’ JS in higher educational and regional practice in China, the study covered the gap. The results of the study added new knowledge to the literature on leaders’ CTL and teachers’ JS, especially in the higher educational process. Future studies can be conducted to employ and supplement a qualitative method research design and explore the impact of the employee relations climate on CTL and JS at the individual and team levels with a large sample from a wider scope.

Recommended Citation

Yu, Benfeng, "THE RELATIONSHIP BETWEEN PERCEIVED TRANSFORMATIONAL LEADERSHIP OF LEADERS AND JOB SATISFACTION AMONG PUBLIC UNIVERSITY TEACHERS IN JINZHOU" (2024). Graduate Student Theses, Dissertations, & Professional Papers. 12399.
https://scholarworks.umt.edu/etd/12399