Relationship between Leadership Styles and Job Performance Moderated by Educational Training among Employees in Public and Private Educational Sectors in Shanghai, China

Xiaoli Wen(City Graduate School, City University Malaysia)
Tahir Suhaidah(City Graduate School, City University Malaysia)

Abstract

This study investigates the moderating role of educational training on the relationship between leadership styles and job performance in Shanghai's public and private educational sectors, employing a random sampling survey methodology. The findings highlight the significance of educational training as a critical factor that moderates leadership effectiveness, offering valuable insights for policymakers and practitioners aiming to optimize workforce performance and foster evidence-based strategies to enhance leadership practices and educational outcomes.

Keywords

Leadership; Education; Policymakers; Survey; Training

References

Akkaya, B. and Tabak, A. (2020). The link between organizational agility and leadership: A research in science parks. Academy of Strategic Management Journal, 19(1), 1-17.

Abu Nasra, M., & Arar, K. (2020). Leadership style and teacher performance: mediating role of occupational perception. International Journal of Educational Management, 34(1), 186-202.

Alam, M. K. (2021). A systematic qualitative case study: questions, data collection, NVivo analysis and saturation. Qualitative Research in Organizations and Management: An International Journal, 16(1), 1-31.

Carbery, R., Garavan, T., McCarthy, A., Lai, Y., Murphy, K. and Sheehan, M. (2021). Training and organisational performance: A meta‐analysis of temporal, institutional and organisational context moderators. Human Resource Management Journal, 31(1), 93-119.

Charoensukmongkol, P. and Puyod, J.V. (2021). Influence of transformational leadership on role ambiguity and work–life balance of Filipino University employees during COVID-19: does employee involvement matter?. International Journal of Leadership in Education, 1-20.

Crossman, A., Foster, I. and Talwar, V. (2023). The role of rapport in eliciting children’s truthful reports. Applied Developmental Science, 27(3), 221-237.

Kalkan, Ü., Yalçınkaya, S., Dağlı, G., Altınay, F. and Altınay, Z. (2021). The effect of leadership styles and initiative behaviors of school principals on teacher motivation. Sustainability, 13(5), 2711.

Kelly, S., Zeng, C., & Cundall Jr, M. K. (2023). Subordinate Articulated Dissent as Influenced by Supervisor Behaviors: The Hazards of Humor. International Journal of Business Communication, 23294884231166405.

Kwan, P. (2020). Is transformational leadership theory passé? Revisiting the integrative effect of instructional leadership and transformational leadership on student outcomes. Educational Administration Quarterly, 56(2), 321-349.

Lee, H.J. and Reade, C. (2018). The role of Yin-Yang leadership and cosmopolitan followership in fostering employee commitment in China: a paradox perspective. Cross Cultural & Strategic Management.

Sethar, W., Jamali, A., Bhutto, A. and Khaskhely, M. (2022). Impact of leadership styles on faculty performance: Moderating role of organizational culture in higher education. Management Science Letters, 12(1), 1-20.

Shin, D. (2021). The effects of explainability and causability on perception, trust, and acceptance: Implications for explainable AI. International Journal of Human-Computer Studies, 146, 102551.

Thanh, N. H., & Quang, N. V. (2022). Transformational, transactional, laissez-faire leadership styles and employee engagement: Evidence from Vietnam’s public sector. Sage Open, 12(2), 21582440221094606.

Tobi, H., & Kampen, J. K. (2018). Research design: the methodology for interdisciplinary research framework. Quality & quantity, 52, 1209-1225.

DOI: http://dx.doi.org/10.26549/jsbe.v7i3.21002