ArticleFrontiers in psychology2026
How paternalistic leadership influences teachers' resistance to STEM reform: the mediating role of teachers' STEM literacy and the moderating role of work engagement.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Connecting moral leadership to work engagement in young and middle-aged Chinese university teachers.Frontiers in psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Identifying the factors associated with teachers' resistance to STEM and understanding their interrelationships are crucial for advancing STEM education. This study examines the relationships between leadership styles and teacher resistance, with STEM literacy and work engagement serving as mediating and moderating variables, respectively. Methods: A survey was conducted among 1,221 primary and secondary school teachers from a provincial capital in northern China. Structural equation modeling was used to examine the relationships among leadership styles, teachers' STEM literacy, work engagement, and resistance to STEM reform. Results: The results indicate that: Authoritarian leadership was significantly and positively related to teachers' STEM resistance, whereas benevolent-moral leadership had no direct statistical effect. However, the relationship between leadership style and resistance became more complex when teachers' STEM literacy was taken into account. Authoritarian leadership was indirectly associated with teachers' STEM resistance via STEM literacy, whereas the association between benevolent-moral leadership and resistance was fully mediated by STEM literacy. Work engagement was negatively related to teachers' STEM resistance. Furthermore, work engagement moderated the relationship between leadership style and STEM literacy. The positive relationship between benevolent-moral leadership and STEM literacy was stronger at higher levels of work engagement, whereas the association for authoritarian leadership was positive only at low levels of engagement and turned negative as work engagement increased. Discussion: Based on these findings, enhancing teachers' STEM literacy and willingness to participate in STEM education requires promoting a culture of benevolent-moral leadership while carefully defining the boundaries of authoritarian management practices. Meanwhile, differentiated incentive and support mechanisms should be developed according to teachers' levels of work engagement, thereby fostering sustained professional development and active involvement in STEM education reform.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.