A Study of the Relationship Between Teachers’ Perceptions of Principal’s Transformational Leadership Style and Their Perceptions of Professional Development in Ning’er Vocational High School, Yunnan, China
Year: 2021
Type: article
Study design: Observational Study
Abstract: The main purpose of this study was to determine the relationship between teachers’ perceptions of principal's transformational leadership style and their perceptions of professional development in Ning’er Vocational High School, Yunnan, China. There were three research objectives to guide this study: (1) to identify the teachers’ perceptions of the principal's transformational leadership style, (2) to identify teachers’ perceptions of professional development, and (3) to determine the relationship between teachers’ perceptions of principal's transformational leadership style and their perceptions of professional development in Ning’er vocational high school, Yunnan, China. This research design was a quantitative and relationship study. The data collection tool for this study was a questionnaire divided into two parts. A total 60 full-time teachers in Ning’er Vocational High School replied the Multifactor Leadership Questionnaire which was adapted from Avolio and Bass (1995) and Evaluating The Effectiveness Of Professional Development Questionnaire was adapted from Lowden (2003). The first part of questionnaire to examine teachers’ perceptions of principal’s transformational leadership style and the second part to examine their perceptions of professional development. This study found that teachers’ perceptions of principal’s transformational leadership style and their perceptions of professional development were high; and there was a moderately positive relationship between teacher’s perception of principal leadership style and their perception of professional development.
Source: Scholar: Human Sciences
Authors: Tong Xi, Watana Vintwatanakhun
Institutions: Assumption University, Assumption University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W3206857156