Mediating impact of teachers' job satisfaction on the Administrators' Leadership styles and teachers' performance at Nanjing University of Art in Jiansu Province.
Keywords:
Mediating Effect, Teachers’ Job Satisfaction, Administrators’ Leadership Style, Teacher Work Performance, Mediating Effect, Teachers’ Job Satisfaction, Administrators’ Leadership Style, Teacher Work Performance, Jiangsu Province.Abstract
This study aimed to: (1) propose a structural model examining the mediating effect of teachers’ job satisfaction on the relationship between administrators’ leadership styles and teachers’ work performance at Nanjing University of the Arts in Jiangsu Province, and (2) analyze the direct and indirect effects of transformational and innovative leadership on teachers’ job satisfaction and work performance. A quantitative research approach was employed, focusing on a causal relationship model. The population comprised 830 teachers at Nanjing University of the Arts in Jiangsu Province, the People’s Republic of China with a sample size of 449 determined using the G*Power program and selected through stratified proportional sampling. Data were collected using a five-point rating scale questionnaire, validated for content validity and reliability. Data analysis involved descriptive statistics, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM).The findings revealed that: (1) the proposed structural model demonstrated a strong fit with the empirical data (χ²/df = 1.498, CFI = 0.985, TLI = 0.981, RMSEA = 0.033, RMR = 0.025), and (2) transformational leadership significantly influenced teachers’ job satisfaction (β = 0.23, p < 0.001) and work performance (β = 0.12, p < 0.05). Innovative leadership exhibited a stronger direct effect on job satisfaction (β = 0.35, p < 0.001) and work performance (β = 0.29, p < 0.001). Additionally, job satisfaction significantly influenced teachers’ work performance (β = 0.28, p < 0.001). However, job satisfaction did not mediate the effect of transformational leadership on work performance (p = 0.158), but partially mediated the effect of innovative leadership (β = 0.11, p = 0.015). These results suggest that both leadership styles contribute to teachers' work performance, with innovative leadership having a greater impact. Strengthening innovative leadership among administrators may foster a more supportive and engaging work environment, ultimately improving teacher performance.
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