Chinese Academic Leadership from the Perspective of Confucian Virtues and its Effects on Teacher Commitment

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Shiau Ching Lim
Lei Mee Thien


The effect of principal leadership on school outcomes is contextually and culturally specific. However, the influence of Chinese academic leadership on teacher commitment has received less attention in the literature. This study aims to examine the direct relationships between Chinese academic leadership and four dimensions of teacher commitment, namely (a) commitment to teaching, (b) commitment to students, (c) commitment to profession, and (d) commitment to school. Data were collected from 260 teachers who worked in 15 National-Type Chinese Primary Schools (NTCPS) in Kota Setar district in Kedah. This study utilised descriptive statistics and partial least squares structural equation modelling approach using WarpPLS 5.0 software for data analysis. Findings revealed the levels of the five dimensions of Chinese academic leadership were moderate. Chinese academic leadership was positively related to commitment to school (β = 0.468, p < .001), commitment to students (β = 0.327, p < .001), commitment to profession (β = 0.275, p < .001), and commitment to teaching (β = 0.356, p < .001). Implications and future studies are presented.


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