Leadership Styles as Drivers of Teacher Performance and Job Satisfaction: Evidence from K–12 Public Schools in China

Authors

  • Chen Pengju Universitas Pendidikan Ganesha, China
  • Ida Bagus Putu Arnyana Universitas Pendidikan Ganesha, Indonesia
  • Ketut Agustini Universitas Pendidikan Ganesha, Indonesia

DOI:

https://doi.org/10.33394/jp.v13i4.21881

Keywords:

Classroom Management, Job Satisfaction, K–12 Education, Leadership Style, Teacher Performance

Abstract

This study aims to examine the relationships among leadership style, teacher performance, and job satisfaction in K–12 education, with teacher performance operationalized in terms of instructional quality, classroom management, and engagement in professional development. A quantitative cross-sectional correlational design was employed with 150 teachers from public primary and secondary schools in Shanxi Province, China, selected through stratified random sampling based on school level and school location. Data were collected using validated five-point Likert-scale questionnaires measuring leadership style, instructional quality, classroom management, professional development engagement, and teacher job satisfaction. The data were analyzed using descriptive statistics, Pearson correlation analysis, and multiple linear regression. The findings revealed significant positive relationships between leadership style and instructional quality (r = .150, p < .001), classroom management (r = .089, p < .001), professional development engagement (r = .097, p < .001), and teacher job satisfaction (r = .113, p = .036), indicating that leadership style was positively associated with teacher performance and job satisfaction. Multiple regression analysis further indicated that leadership style was a significant predictor of teacher job satisfaction (β = .131, p = .001), while professional development engagement also made a significant positive contribution (β = .080, p = .002). The regression model explained 51.9% of the variance in teacher job satisfaction (R² = .519, p < .001). Overall, the findings demonstrate significant associations among leadership practices, teachers’ professional performance, and job satisfaction. The findings underscore the importance of supportive and participatory school leadership and continuous professional development in strengthening teachers’ instructional practices, professional engagement, and workplace satisfaction and in supporting sustainable improvement across K–12 educational settings.

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Published

2026-10-07

How to Cite

Chen Pengju, Ida Bagus Putu Arnyana, & Ketut Agustini. (2026). Leadership Styles as Drivers of Teacher Performance and Job Satisfaction: Evidence from K–12 Public Schools in China. Jurnal Paedagogy, 13(4). https://doi.org/10.33394/jp.v13i4.21881

Issue

Vol. 13 No. 4 (2026): October (IN PRESS)

Section

Articles

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