Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 12 no. 2 Part 5 (2024)

Task-Oriented Leadership, Teacher Satisfaction, and School Effectiveness Of Vocational Institutions In China

Wu Jing | Beverly T. Caiga

Discipline: management studies

 

Abstract:

This study explored the relationship between task-oriented leadership, teacher satisfaction, and school effectiveness in vocational institutions in China, specifically in three vocational institutes in Shaanxi Province. The research investigated how leadership practices such as goal clarity, task allocation, and resource management influenced teacher satisfaction and school performance. Using a descriptive research method, data were collected from 425 faculty members through a survey designed to measure their perceptions of leadership, satisfaction, and institutional effectiveness. Results indicated that task-oriented leadership positively impacted teacher satisfaction by fostering a structured and supportive work environment. This, in turn, enhanced school effectiveness, as satisfied teachers were more likely to be motivated and productive. Additionally, the study highlighted the importance of transparent leadership communication, equitable task distribution, and professional development opportunities in promoting a positive educational climate. However, areas for improvement included better motivational communication and flexibility in task management. The findings suggested that strengthening task-oriented leadership practices could significantly improve teacher satisfaction and school performance. This research contributed to the growing body of literature on educational leadership in vocational institutions and offered practical recommendations for institutional leaders to enhance their management strategies. By addressing these key areas, vocational institutions in China could better meet the demands of modern education and workforce development.



References:

  1. Lunenburg, F. C., & Ornstein, A. (2021). Educational administration: Concepts and practices. Sage Publications.
  2. Li, Y., Castelli, P. A., & Cole, M. (2021). The positive effects of task, relation and change oriented leadership behavior on employee engagement. Journal of Organizational Psychology, 21(6).
  3. Bush, T. (2020). Theories of educational leadership and management.
  4. Olsen, A., & Huang, F. (2019). Teacher job satisfaction by principal support and teacher cooperation: Results from the schools and staffing survey. Education policy analysis archives, 27, 11-11.
  5. Azevedo, J. P., Hasan, A., Goldemberg, D., Geven, K., & Iqbal, S. A. (2021). Simulating the potential impacts of COVID-19 school closures on schooling and learning outcomes: A set of global estimates. The World Bank Research Observer, 36(1), 1-40.
  6. Yang, S., Xu, Y., Hao, Z., Qin, S., Zhang, R., Han, Y., ... & Zhao, J. (2023). Recent advances in high-efficiency perovskite for medical sensors. Acta Phys.-Chim. Sin, 39, 2211025.
  7. Chen, T., Peng, L., Yin, X., Rong, J., Yang, J., & Cong, G. (2020, July). Analysis of user satisfaction with online education platforms in China during the COVID-19 pandemic. In Healthcare (Vol. 8, No. 3, p. 200). MDPI.
  8. Huynh, T. N., & Hua, N. T. A. (2020). The relationship between task-oriented leadership style, psychological capital, job satisfaction and organizational commitment: evidence from Vietnamese small and medium-sized enterprises. Journal of Advances in Management Research, 17(4), 583-604.
  9. Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8-12.
  10. Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of cardiac anaesthesia, 22(1), 67-72.
  11. Jain, N. (2021). Survey versus interviews: Comparing data collection tools for exploratory research. The Qualitative Report, 26(2), 541-554.
  12. Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of educational administration, 38(4), 379-396.
  13. Scheerens, J. (2023). Theory on teaching effectiveness at meta, general and partial level. In Theorizing teaching: Current status and open issues (pp. 97-130). Cham: Springer International Publishing.
  14. Ma, F., & Wu, C. (2023). The impact of task-oriented leadership to subordinates’ knowledge creation behavior–based on organismic integration theory. International Journal of Manpower, 44(2), 283-298.\
  15. Sweeney, A., Clarke, N., & Higgs, M. (2019). Shared leadership in commercial organizations: A systematic review of definitions, theoretical frameworks and organizational outcomes. International Journal of Management Reviews, 21(1), 115-136.
  16. Ellis, P. (2021). Leadership, management and team working in nursing.
  17. Collins, C. J. (2022). Expanding the resource based view model of strategic human resource management. In Strategic Human Resource Management and Organizational Effectiveness (pp. 107-134). Routledge.
  18. Ertürk, R. (2022). The effect of teachers’ quality of work life on job satisfaction and turnover intentions. International Journal of Contemporary Educational Research, 9(1), 191-203
  19. Bashir, B., & Gani, A. (2020). Testing the effects of job satisfaction on organizational commitment. Journal of Management Development, 39(4), 525-542.
  20. Wong, W. H., & Chapman, E. (2023). Student satisfaction and interaction in higher education. Higher education, 85(5), 957-978.
  21. Steen, J. L. (2020). Branding in Higher Education: How Meaning-Making Efforts Lead to Successful Branding Outcomes that Positively Influence Reputation and a Strong Institutional Culture (Doctoral dissertation, Azusa Pacific University).
  22. Chen, T., & Wu, Z. (2022). How to facilitate employees’ green behavior? The joint role of green human resource management practice and green transformational leadership. Frontiers in psychology, 13, 906869.
  23. Mahapatro, B. B. (2010). Human resource management: New Age International (P) Ltd. Pubishers, New Delhi.
  24. Fitriah, A., Ahmad, M., & Matin, M. (2021). The Effect Of Goal Setting And Intrinsic Motivation On Teacher Work Performance. Akademika: Jurnal Teknologi Pendidikan, 10(01), 219-233.
  25. Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International journal of environmental research and public health, 18(23), 12763.
  26. Ejubovic, A., & Puška, A. (2019). Impact of self-regulated learning on academic performance and satisfaction of students in the online environment. Knowledge Management & E-Learning, 11(3), 345-363.
  27. Aula, P., & Mantere, S. (2020). Strategic reputation management: Towards a company of good. Routledge.
  28. Topchyan, R., & Woehler, C. (2021). Do teacher status, gender, and years of teaching experience impact job satisfaction and work engagement?. Education and Urban Society, 53(2), 119-145.
  29. Edwards, A. K., & Oteng, R. (2019). Attaining Work-Life Balance and Modeling the Way among Female Teachers in Ghana. International Journal of Education Policy and Leadership, 15(7), n7.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic