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
Publisher
Issued Date
2021
Genre
Language
eng
File Type
application/pdf
No. of Pages/File Size
11 pages
Citation
Scholar: Human Sciences 13, 2 (July-December 2021), 99-109
Title
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
Author(s)
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.
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