ArticleFrontiers in psychology2020
Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Linking distributed leadership to teachers' innovation: Chain mediating roles of commitment and collaboration in Chinese schools.PloS one · 2025Article
- Teachers' authoritarian leadership and students' well-being: the role of emotional exhaustion and narcissism.BMC psychology · 2024Article
- Mediating Role of Intra-Team Conflict between Paternalistic Leadership and Decision-Making Quality among China University's CMT during COVID-19.International journal of environmental research and public health · 2022Article
- Internal Persistence and External Support-What Makes Chinese Teachers of the Mathematically Gifted Stick to Their Post?Frontiers in psychology · 2022Article
- The relation between leadership styles in higher education institutions and academic staff's job satisfaction: A meta-analysis study.Frontiers in psychology · 2022Article
- Paternalistic Leadership, Polychronicity, and Life Satisfaction of Nurses: The Role of Work-Family Conflict and Family-Work Conflict in Public Sector Hospitals.Frontiers in psychology · 2021Article
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Authors and funding
3 authors.
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Abstract
Paternalistic leadership (PL) is prevalent in organizations in East Asia, but few studies have examined its potential effects in school contexts. This study explored the relationship between PL, trust in the principal, and teachers' satisfaction and commitment to students, with a focus on the mediating role of trust in the principal in Chinese schools. Using a quantitative method, the study investigated 408 primary schoolteachers in mainland China. The results showed that the three dimensions of PL had different effects on teachers' job satisfaction, trust in the principal, and commitment to students. Moral leadership had positive effects, while authoritarian leadership had negative effects on teachers' job satisfaction and commitment to students. Meanwhile, trust in the principal played a mediating role of authoritarian and moral leadership on teachers' job satisfaction and commitment to students. Finally, implications and suggestions are discussed for leadership practices in Chinese schools and those in similar cultures.
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