The Principal's Transformational Leadership Indicators Development Model in Bilingual Kindergarten in Zhuhai, Guangdong
Keywords:
Transformational Leadership Model, Principal, bilingual kindergarten, ZhuHai GuangZhouAbstract
The objectives of this research were:(1) to determine the components and indicators of principal's transformational leadership. (2) to develop the model of principal's transformational leadership bilingual kindergarten in ZhuHai, GuangDong, The People?s Republic of China. (3) to propose the guideline for improving principal's leadership of bilingual kindergarten in ZhuHai, GuangDong, The People?s Republic of China.
The research was a mixed methodology, including qualitative and quantitative research. The population of the research consisted of 1457 who were teachers of bilingual kindergarten in ZhuHai, Guangdong. A proportional stratified random sampling method was used to sample, totaling 306 persons. The instruments used for data collection were semi-structured interview and a five-level rating scale questionnaire. The statistics used for data analysis were descriptive statistics and Confirmative Factor Analysis.?
The research findings revealed that: (1) there were 4 components and 15 indicators of transformational leadership required by principals of bilingual kindergarten in ZhuHai, Guangdong, which consisted of Individualized consideration, Moralemodeling, Visionary vision, Charisma; and (2) the developed transformational leadership model for principals of bilingual kindergarten in ZhuHai, Guangdong was consistent with the empirical data. (3) propose the guideline for improving principal's leadership of bilingual kindergarten in ZhuHai, GuangDong, The People?s Republic of China.The value of Relative Chi-square (?2/df) = 1.874, Degree of Freedom (df) = 80, Goodness of Fit Index (GFI) = 0.905, Tucker-Lewis Index (TLI) = 0.973, and Root Mean Square Error of Approximation (RMSEA) = 0.050, all in line with specified criteria. And the key components had the weight between 0.835-0.927 higher than 0.70.
References
Guo Guanyu. (2019). Literature review on the development direction of educational leadership in the context of globalization. International Public Relations (84),134-135.
Huang Qing. (2011). The style and measurement of transformational leadership. Contemporary Economy. (3), 136-137.
Hu Shaonan, Wang Yong. (2014). The concept, measurement, anthems and Aftereffects of principal's leadership. Advances in Psychological Science. (22), 1975-1984.
Lin Xinxin ,Xu Yangyang. (2021). The relationship between future job self-clarity and employee feedback seeking behavior: The impact of transformational leadership and job engagement. Management Review. (33), 217-226.
Li Si, Li Qun. (2020). Study on the impact of transformational leadership on employees' job involvement in small and medium-sized enterprises. Human Resources. (244), 64-65.
Li Yanan. (2013). The impact of different types of leadership styles on employee work engagement dedication. Southwest University of Finance and Economics, 45-65.
Li Shengnan. (2019). The relationship between transformational leadership style, psychological contract and organizational commitment of preschool teachers. Shenyang Normal University. 23-40.
Luthans F, Peterson S J. (2002). Employee engagement and leadership style: Implications for managerial effectiveness and development. The Journal of Management Development. (21) ,376-387.
Mao Jinping, Tan Meimei. (2015). The impact of transformational leadership style on work engagement of primary and secondary school teachers: the mediating and moderating role of psychological capital. Research on Teacher Education. (27),14-22.
Mao Jinping, Zhou Zhuozhao & Wu Yifei. (2017). Comparative study on the relationship between transformational leadership, sincere leadership, and work engagement of primary and secondary school teachers. Research on Teacher Education. (29),48-54.
Meng Hui, Song Jiwen & Sun Zhiqiang. (2011). Research on how transformational leadership affects employees' work Outcomes: A mediated moderating analysis. Psychological Science. (34), 1167-1173.
Mei Yuhan. (2019). Research on transformational leadership and Influencing Factors of Teaching and Research Staff in China. East China Normal University, 98-100.
Meng Ji. (2014). Kindergarten principal's transformational leadership behavior and its influencing factors. Southwest University. 61-67.
Olaniran, B.& Agnello. (2008). Globalization, educational hegemony, and higher education. Multicultural Education & Technology Journal. (2), 68.
Pang Lijuan, Fan Mingli. (2012). The main problems and challenges facing the current kindergarten education management system in China. Educational Development Research. (4), 39-43.
Qin Xufang, Wang Mo. (2012). The connotation, measurement standards and policy suggestions of inclusive kindergarten. Studies in Preschool Education. (221), 22-30.
Song Qiqi. (2022). The effect of transformational leadership style on the new generation of primary and secondary school teachers?work engagement-psychological contract as mediation. shanghai normal university, 89-100.
Tan Meijin. (2015). The relationship between transformational leadership style, teacher psychological capital, and job engagement in primary and secondary schools. Hunan Normal University, 89-95.
Wang Jiakun. (2020). Study on the influence of transformational leadership on employee job engagement: The role of job remodeling and job autonomy. Harbin Engineering University, 89-100.
Wang Zhen, Chen Leni. (2015). Transformational leadership and Job Engagement: A mediation model based on Affective Perspective. Management Review , 120-212.
Zhang Siyu. (2020). Research on the relationship between kindergarten principal transformational leadership behaviorand kindergarten teachers work engagement. kindergarten type and labor relationship. 1-15.
Zhu Xiumei, Bao Mingxu & Wang Tiandong. (2015). Dualistic perspective on the evolution and future prospects of transformational leadership research. Research and Development Management. (20), 25-32.
