Principal Leadership Styles and Teacher Retention in Chinese Urban Schools: A Quantitative Study
DOI:
https://doi.org/10.53797/ujssh.v4i1.47.2025Keywords:
Transformational Leadership, Emotional Intelligence, Organizational Culture, Employee Well-being, ChinaAbstract
Teacher retention is critical for educational quality, especially in Chinese urban schools facing rapid expansion and high demands. While principal leadership is influential, quantitative research specifically on how distinct leadership styles impact teacher retention in this unique cultural context is limited. This study addresses this gap. Using a quantitative, correlational design, data was collected from 520 in-service teachers in Chinese urban schools. Perceived principal leadership styles (transformational and transactional) were assessed via the Multifactor Leadership Questionnaire (MLQ-5X), and an adapted scale measured teacher retention intentions. Results strongly indicate that transformational leadership positively and significantly predicts teacher retention, highlighting the importance of principals who inspire, intellectually stimulate, and support teachers. Transactional leadership, particularly contingent reward, also showed a significant positive association. These findings underscore the critical role of effective principal leadership in mitigating teacher turnover. This study offers empirical evidence for Chinese educational policymakers and administrators, advocating for professional development focused on transformational leadership to enhance teacher retention and improve urban educational outcomes.
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Copyright (c) 2025 Ya Kuang, Nurul Sahadila Abd Rani
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