A Quantitative Model of Instructional Leadership and Job Satisfaction: Regression-Based Evidence from Private Primary Schools in China
https://doi.org/10.35877/454RI.asci4199
Keywords:
Headteachers’ instructional leadership; Private primary schools; Teachers’ job satisfaction; Teachers’ professional development
Viewed = 0 time(s)
Viewed = 0 time(s)
Abstract
Teacher job satisfaction is essential for ensuring high-quality education. While instructional leadership and teacher professional development are widely recognized as influential factors, their interaction remains insufficiently examined, particularly in the context of private primary schools in China. This study investigates how headteachers’ instructional leadership and teachers’ professional development contribute to job satisfaction, using data collected from 350 teachers in private primary schools in Zhengzhou, China. Regression and mediation analyses were conducted with SPSS and PROCESS to assess the direct and indirect relationships among the variables. The findings reveal that both instructional leadership and professional development positively influence teacher satisfaction. Furthermore, teacher professional development partially mediates the effect of instructional leadership on job satisfaction, indicating a dual pathway through which school leaders can enhance outcomes for teachers. These results underscore the importance of supportive leadership and continuous professional opportunities in fostering a satisfied and motivated teaching workforce. The study contributes to the growing body of applied educational research in non-Western contexts and offers practical implications for improving teacher retention and development practices in private education settings.
Downloads
Download data is not yet available.
References
Ahmad, N., Ali Zahid, & Sewani Rozina. (2021). Secondary School Teachers’ Perceptions of their Head Teachers Instructional Leadership and its Effect on Teachers’ Professional development in Karachi Pakistan. Journal of Development and Social Sciences, 2(III), 362–377. https://doi.org/10.47205/jdss.2021(2-iii)31
Baharuddin, F. R., Amiruddin, & Muhammad Idkhan, A. (2023). Integrated Leadership Effect on Teacher Satisfaction: Mediating Effects of Teacher Collaboration and Professional Development. International Journal of Learning, Teaching and Educational Research, 20(11), 321–342. https://doi.org/10.26803/ijlter.22.11.17
Baroudi, S., Tamim, R., & Hojeij, Z. (2022). A Quantitative Investigation of Intrinsic and Extrinsic Factors Influencing Teachers’ Job Satisfaction IN Lebanon. Leadership and Policy in Schools, 21(2), 127–146. https://doi.org/10.1080/15700763.2020.1734210
Battaglio, R. P., Belle, N., & Cantarelli, P. (2022). Self-determination theory goes public: experimental evidence on the causal relationship between psychological needs and job satisfaction. Public Management Review, 24(9), 1411–1428. https://doi.org/10.1080/14719037.2021.1900351
Birhasani, M. (2022). Correlation Between Principal Instructional Leadership, Achievement Motivation and Teacher Performance through Job Satisfaction in State Elementary Schools in Kandangan District, Hulu Sungai Selatan Regency. International Journal of Social Science And Human Research, 05(06), 2457–2564. https://doi.org/10.47191/ijsshr/v5-i6-71,Impact
Dai Hongyu. (2022). Research on Professional Development Problems and Countermeasures of Rural Primary and Secondary School Teachers in Gong Country, Yibin City.
Fradkin-Hayslip. (2021). Teacher Autonomy, Motivation, and Job Satisfaction: Perceptions of Elementary School Teachers According to Self-Determination Theory. Ilkogretim Online-Elementary Education Online, 20(2), 198–205. https://doi.org/10.17051/ilkonline.2021.02.25
Hallinger, P. (2011). Leadership for learning: lessons from 40 years of empirical research. In Journal of Educational Administration (Vol. 49, Issue 2, pp. 125–142). https://doi.org/10.1108/09578231111116699
Hallinger, P., & Hosseingholizadeh, R. (2019). Exploring instructional leadership in Iran: A mixed methods study of high- and low-performing principals. Educational Management Administration and Leadership, 48(4), 595–616. https://doi.org/10.1177/1741143219836684
Hallinger, P., Wang, W.-C., Chia-Wen Chen, W., & Li, D. (2015). Assessing Instructional Leadership with the Principal Instructional Management Rating Scale. Cham: Springer International Publishing.
Ibikunle, M. A., Afolabi, R. F., & Bello, S. (2022). Work Facets Predicting Overall Job Satisfaction among Teachers in Selected Secondary schools in Ibadan South-West Nigeria: A Minnesota Satisfaction Questionnaire Survey. Journal of Community Medicine and Primary Health Care, 34(2), 77–93. https://doi.org/10.4314/jcmphc.v34i2.6
Karakus, M., Toprak, M., & Chen, J. (2024). Demystifying the impact of educational leadership on teachers’ subjective well-being: A bibliometric analysis and literature review. Educational Management Administration and Leadership. https://doi.org/10.1177/17411432241242629
Khan, F., Preeti, & Gupta, V. (2023). Examining the relationships between instructional leadership, teacher self-efficacy and job satisfaction: a study of primary schools in India. Journal of Educational Administration, 62(2), 223–238. https://doi.org/10.1108/JEA-09-2022-0145
Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the Role of Instructional Leadership in Teacher Professional Development. Advanced Qualitative Research, 1(1), 63–73. https://doi.org/10.31098/aqr.v1i1.1380
Li, S., & Akram, H. (2023). Do emotional regulation behaviors matter in EFL teachers’ professional development? A process model approach. Porta Linguarum, 2023(2023), 273–291. https://doi.org/10.30827/portalin.vi2023c.29654
Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration. Educational Management Administration and Leadership, 49(3), 430–453. https://doi.org/10.1177/1741143220910438
Lloyd, J., Alarcon, P., & Monterola, R. G. (2024). Perception of the Private School Teachers on their Professional Development, Working Environment, and Retention. International Journal of Open-Access, Interdisciplinary & New Educational Discoveries of ETCOR Educational Research Center (IJOINED ETCOR), 3(3), 144–157.
Mohammad, A., & Borkoski, C. (2024). Organizational conditions and teacher turnover in private schools of United Arab Emirates. Social Sciences and Humanities Open, 9. https://doi.org/10.1016/j.ssaho.2023.100801
Nguyen, D., Ng, D., Luo, W., & Mansor, S. (2022). Exploring the relationships between instructional leadership and teacher competences: Singapore primary school teachers’ perceptions. International Journal of Leadership in Education, 25(6), 919–940. https://doi.org/10.1080/13603124.2020.1731765
Ralebese, M. D., Jita, L. C., & Badmus, O. T. (2025). Perceptions and practices of principals: examining instructional leadership for curriculum reform. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1591106
Smet, M. (2022). Professional development and teacher job satisfaction: Evidence from a multilevel model. Mathematics, 10(1). https://doi.org/10.3390/math10010051
Suarez Valentina. (2022). Teacher professional identity:How to develop and support it in times of change (267; OECD Education Working Papers, Vol. 267). https://doi.org/10.1787/b19f5af7-en
Toropova, A., Myrberg, E., & Johansson, S. (2020). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
Worth Jack, & Van den Brande Jens. (2020). Teacher autonomy : how does it relate to job satisfaction and retention? National Foundation for Educational Research, 27.
Wu, Y. (2023). Exploring Instructional Leadership, Teacher Collaboration, Job Satisfaction, and Student Learning: A Multilevel Moderated Mediation Analysis. The State University of New York.
Yang Shihui. (2023). Teacher Retention in a Southern China Private School: A Phenomenological Study [Doctor of Education]. Dallas Baptist University.
Zhao, Q. (2022). On the Role of Teachers’ Professional Identity and Well-Being in Their Professional Development. In Frontiers in Psychology (Vol. 13). Frontiers Media S.A. https://doi.org/10.3389/fpsyg.2022.913708
Zhou, M. (2024). Challenges of Teacher Involvement in School Management in China. Science Insights Education Frontiers, 24(2), 3993–4002. https://doi.org/10.15354/sief.24.re419
Baharuddin, F. R., Amiruddin, & Muhammad Idkhan, A. (2023). Integrated Leadership Effect on Teacher Satisfaction: Mediating Effects of Teacher Collaboration and Professional Development. International Journal of Learning, Teaching and Educational Research, 20(11), 321–342. https://doi.org/10.26803/ijlter.22.11.17
Baroudi, S., Tamim, R., & Hojeij, Z. (2022). A Quantitative Investigation of Intrinsic and Extrinsic Factors Influencing Teachers’ Job Satisfaction IN Lebanon. Leadership and Policy in Schools, 21(2), 127–146. https://doi.org/10.1080/15700763.2020.1734210
Battaglio, R. P., Belle, N., & Cantarelli, P. (2022). Self-determination theory goes public: experimental evidence on the causal relationship between psychological needs and job satisfaction. Public Management Review, 24(9), 1411–1428. https://doi.org/10.1080/14719037.2021.1900351
Birhasani, M. (2022). Correlation Between Principal Instructional Leadership, Achievement Motivation and Teacher Performance through Job Satisfaction in State Elementary Schools in Kandangan District, Hulu Sungai Selatan Regency. International Journal of Social Science And Human Research, 05(06), 2457–2564. https://doi.org/10.47191/ijsshr/v5-i6-71,Impact
Dai Hongyu. (2022). Research on Professional Development Problems and Countermeasures of Rural Primary and Secondary School Teachers in Gong Country, Yibin City.
Fradkin-Hayslip. (2021). Teacher Autonomy, Motivation, and Job Satisfaction: Perceptions of Elementary School Teachers According to Self-Determination Theory. Ilkogretim Online-Elementary Education Online, 20(2), 198–205. https://doi.org/10.17051/ilkonline.2021.02.25
Hallinger, P. (2011). Leadership for learning: lessons from 40 years of empirical research. In Journal of Educational Administration (Vol. 49, Issue 2, pp. 125–142). https://doi.org/10.1108/09578231111116699
Hallinger, P., & Hosseingholizadeh, R. (2019). Exploring instructional leadership in Iran: A mixed methods study of high- and low-performing principals. Educational Management Administration and Leadership, 48(4), 595–616. https://doi.org/10.1177/1741143219836684
Hallinger, P., Wang, W.-C., Chia-Wen Chen, W., & Li, D. (2015). Assessing Instructional Leadership with the Principal Instructional Management Rating Scale. Cham: Springer International Publishing.
Ibikunle, M. A., Afolabi, R. F., & Bello, S. (2022). Work Facets Predicting Overall Job Satisfaction among Teachers in Selected Secondary schools in Ibadan South-West Nigeria: A Minnesota Satisfaction Questionnaire Survey. Journal of Community Medicine and Primary Health Care, 34(2), 77–93. https://doi.org/10.4314/jcmphc.v34i2.6
Karakus, M., Toprak, M., & Chen, J. (2024). Demystifying the impact of educational leadership on teachers’ subjective well-being: A bibliometric analysis and literature review. Educational Management Administration and Leadership. https://doi.org/10.1177/17411432241242629
Khan, F., Preeti, & Gupta, V. (2023). Examining the relationships between instructional leadership, teacher self-efficacy and job satisfaction: a study of primary schools in India. Journal of Educational Administration, 62(2), 223–238. https://doi.org/10.1108/JEA-09-2022-0145
Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the Role of Instructional Leadership in Teacher Professional Development. Advanced Qualitative Research, 1(1), 63–73. https://doi.org/10.31098/aqr.v1i1.1380
Li, S., & Akram, H. (2023). Do emotional regulation behaviors matter in EFL teachers’ professional development? A process model approach. Porta Linguarum, 2023(2023), 273–291. https://doi.org/10.30827/portalin.vi2023c.29654
Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration. Educational Management Administration and Leadership, 49(3), 430–453. https://doi.org/10.1177/1741143220910438
Lloyd, J., Alarcon, P., & Monterola, R. G. (2024). Perception of the Private School Teachers on their Professional Development, Working Environment, and Retention. International Journal of Open-Access, Interdisciplinary & New Educational Discoveries of ETCOR Educational Research Center (IJOINED ETCOR), 3(3), 144–157.
Mohammad, A., & Borkoski, C. (2024). Organizational conditions and teacher turnover in private schools of United Arab Emirates. Social Sciences and Humanities Open, 9. https://doi.org/10.1016/j.ssaho.2023.100801
Nguyen, D., Ng, D., Luo, W., & Mansor, S. (2022). Exploring the relationships between instructional leadership and teacher competences: Singapore primary school teachers’ perceptions. International Journal of Leadership in Education, 25(6), 919–940. https://doi.org/10.1080/13603124.2020.1731765
Ralebese, M. D., Jita, L. C., & Badmus, O. T. (2025). Perceptions and practices of principals: examining instructional leadership for curriculum reform. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1591106
Smet, M. (2022). Professional development and teacher job satisfaction: Evidence from a multilevel model. Mathematics, 10(1). https://doi.org/10.3390/math10010051
Suarez Valentina. (2022). Teacher professional identity:How to develop and support it in times of change (267; OECD Education Working Papers, Vol. 267). https://doi.org/10.1787/b19f5af7-en
Toropova, A., Myrberg, E., & Johansson, S. (2020). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
Worth Jack, & Van den Brande Jens. (2020). Teacher autonomy : how does it relate to job satisfaction and retention? National Foundation for Educational Research, 27.
Wu, Y. (2023). Exploring Instructional Leadership, Teacher Collaboration, Job Satisfaction, and Student Learning: A Multilevel Moderated Mediation Analysis. The State University of New York.
Yang Shihui. (2023). Teacher Retention in a Southern China Private School: A Phenomenological Study [Doctor of Education]. Dallas Baptist University.
Zhao, Q. (2022). On the Role of Teachers’ Professional Identity and Well-Being in Their Professional Development. In Frontiers in Psychology (Vol. 13). Frontiers Media S.A. https://doi.org/10.3389/fpsyg.2022.913708
Zhou, M. (2024). Challenges of Teacher Involvement in School Management in China. Science Insights Education Frontiers, 24(2), 3993–4002. https://doi.org/10.15354/sief.24.re419
Published
2025-12-31
Issue
Section
Articles
How to Cite
Liu, X., Hamid, A. H. A., & Nor, M. Y. M. (2025). A Quantitative Model of Instructional Leadership and Job Satisfaction: Regression-Based Evidence from Private Primary Schools in China. Journal of Applied Science, Engineering, Technology, and Education, 7(3), 441-450. https://doi.org/10.35877/454RI.asci4199
Copyright (c) 2025 Xiaohan Liu, Aida Hanim Binti A. Hamin, Mohamed Yusoff Mohd Nor (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
