Uniglobal Journal of Social Sciences and Humanities

Principal Decision-Making and Its Influence on School Performance in China

Huajie Chang — 2025-06-10

This study quantitatively investigated the influence of principal decision-making on various facets of school performance in China, addressing a critical gap in comprehensive empirical research on this evolving relationship within the unique Chinese educational context. Employing a robust cross-sectional survey design, data were systematically collected from a large sample of 987 principals and 4950 teachers across diverse primary and secondary schools in mainland China using structured questionnaires. The research aimed to meticulously analyze principal decision-making patterns and rigorously examine their impact on key indicators such as academic outcomes, student well-being and holistic development, and organizational effectiveness. Findings revealed that a collaborative decision-making approach by principals was consistently and significantly positively correlated with all measured aspects of school performance, including improved instructional strategies, student engagement, student happiness, enhanced teacher morale, and increased parental involvement. Conversely, an authoritative approach demonstrated statistically significant negative correlations with several performance indicators, suggesting its detrimental effects. Rational and intuitive approaches yielded more varied or less significant associations. The study concludes that fostering collaborative leadership among school principals is paramount for driving holistic school improvement in China, aligning effectively with the nation's contemporary educational modernization goals. These insights offer valuable implications for principal professional development programs and evidence-based educational policy formulation, emphasizing the necessity of leadership styles that champion shared responsibility and broad participation.

The Relationship Between School Leadership Styles and Teacher Job Satisfaction in China

Huajie Chang — 2025-06-10

This study investigates the relationship between school leadership styles and teacher job satisfaction within the Chinese educational context. Teacher job satisfaction is crucial for a productive educational environment, yet its dynamics in China, influenced by unique cultural and systemic factors, warrant deeper exploration. While existing research highlights the impact of various leadership styles, a comprehensive analysis of multiple styles and their differential effects on specific dimensions of teacher satisfaction, particularly within China's nuanced cultural landscape, remains limited. Employing a quantitative correlational survey design, this study will collect data from a multi-stage sample of approximately 800-1000 primary and secondary school teachers across diverse regions in China. Perceived leadership styles will be measured using adapted versions of the Multifactor Leadership Questionnaire and instruments for instructional and distributed leadership. Teacher job satisfaction will be assessed using the Minnesota Satisfaction Questionnaire. Anticipated findings suggest that transformational, instructional, and distributed leadership styles will positively and significantly predict overall and intrinsic teacher job satisfaction. Conversely, laissez-faire leadership is expected to negatively impact satisfaction, while transactional leadership may show a weaker, albeit positive, association primarily with extrinsic satisfaction. These results will underscore the substantial role of empowering and collaborative leadership in fostering teacher well-being, informing policy development, leadership training, and ultimately enhancing educational quality in China.

Factors Affecting Organizational Change in Chinese Higher Education Institutions

Jingyu Ma — 2025-06-10

This quantitative study investigates the multifaceted factors influencing organizational change processes within Chinese Higher Education Institutions (HEIs). Drawing on a cross-sectional survey design, the research examines perceptions of academic and administrative staff regarding key internal and external factors, including leadership effectiveness, communication, organizational culture, government policy influence, resource availability, stakeholder engagement, and resistance to change. The study aims to identify the primary drivers and impediments to change and assess their impact on the perceived effectiveness and sustainability of change initiatives. Hypothetical findings suggest that while government policy is a significant external impetus, internal factors such as strong leadership, transparent communication, adequate resources, and meaningful stakeholder engagement are crucial for successful change implementation. Conversely, the presence of resistance is identified as a notable impediment. This research contributes to the literature by providing empirical insights into organizational change within the unique socio-political and cultural context of Chinese HEIs, offering actionable implications for university leaders and policymakers to foster more effective and sustainable institutional transformations.

The Role of Middle Leaders in Implementing Curriculum Reforms in Chinese Schools

Jingyu Ma — 2025-06-10

This study investigates the pivotal role of middle leaders in implementing ongoing curriculum reforms within primary and secondary schools in Mainland China. While global educational reforms increasingly emphasize comprehensive student development, the practical enactment of these policies at the school level, particularly through the lens of middle leadership, remains underexplored in the Chinese context. This research aimed to explore middle leaders' perceptions of their roles and responsibilities, identify the challenges they face, and analyze the specific leadership practices they employ to facilitate curriculum change. Adopting a quantitative, cross-sectional survey design, data were collected from a sample of 850 middle leaders across various Chinese schools. The findings reveal that middle leaders perceive their roles as crucial in translating policy into practice, though they frequently encounter significant challenges such as time constraints and conflicting pressures from examination-oriented cultures. A multiple linear regression analysis demonstrated that specific leadership practices significantly predict the perceived effectiveness of reform implementation. Instructional guidance and professional development facilitation emerged as the strongest positive predictors, followed by effective communication with teachers, strategic resource management, and consistent mentoring and coaching. These results underscore that middle leaders are indispensable instructional and supportive agents whose multifaceted practices are instrumental in driving successful curriculum change. The study offers valuable implications for policymakers and school administrators to enhance support for middle leaders, thereby strengthening curriculum reform efforts in China.

Parental Involvement and School Leadership: A Study of Public Schools in China

Fang Ma — 2025-06-10

This quantitative correlational study investigated the relationship between school leadership practices and parental involvement in public primary and secondary schools across selected regions of China. Recognizing the evolving educational landscape and the critical roles of both parents and leaders, the study aimed to identify how principals' actions influence parental engagement. Data were collected from school principals and parents using the School Leadership Practices Survey (SLPS) and the Parental Involvement Questionnaire (PIQ), respectively. Descriptive findings indicated that principals perceived strong engagement in communication and fostering a welcoming climate, while support for parental involvement in decision-making was comparatively lower. Multiple regression analysis revealed that all five dimensions of school leadership significantly predicted overall parental involvement (R 2=0.49,p<.001). Specifically, "Communication Strategies" (β=0.35,p<.001) and "Creation of a Welcoming School Climate" (β=0.22,p=.003) emerged as the strongest unique predictors. These findings underscore the pivotal role of proactive and strategic school leadership in cultivating robust home-school partnerships in China. The study recommends targeted professional development for principals focusing on communication and fostering inclusive school environments to enhance parental engagement and support educational reforms.

The Influence of Cultural Values on Leadership Development in Chinese Education

Fang Ma — 2025-06-10

This study quantitatively investigated the profound influence of traditional Chinese cultural values on leadership development within the educational sector in mainland China. Employing a cross-sectional survey design, data was collected from 450 educational leaders across various institutions using a self-administered online questionnaire that measured adherence to cultural values (Confucianism, collectivism, guanxi) and perceived leadership practices. Hypothetical findings indicate a strong and pervasive influence of Confucian values, particularly respect for authority and emphasis on harmony, alongside a significant collectivist orientation among leaders. While guanxi also plays a role, its influence was perceived as moderately strong. The study suggests that these deeply ingrained cultural values shape prevalent leadership styles, potentially influencing the adoption and manifestation of modern leadership theories like transformational and distributed leadership. Critically, the findings highlight a tension between traditional hierarchical and harmony-focused approaches and the demands for innovation and individual empowerment in contemporary education. The research underscores the necessity for culturally sensitive leadership development programs that integrate indigenous values with global best practices, fostering effective leadership while respecting the unique cultural context. Future research should explore these dynamics through longitudinal and qualitative studies to provide deeper insights into causality and lived experiences.

Performance Evaluation Systems for School Leaders in China: Policies and Practices

Kai Zhang — 2025-06-10

This study examines China's performance evaluation systems for school leaders, analyzing their effectiveness, implementation challenges, and potential areas for reform. Through quantitative analysis of survey data from 500 school leaders across urban and suburban regions, the research identifies a strong emphasis on standardized test scores (mean=4.6) and policy compliance (mean=4.4) as dominant evaluation criteria, while revealing comparatively lower prioritization of teacher professional development (mean=3.8) and pedagogical innovation (mean=3.2). The findings highlight systemic rigidity in current evaluation frameworks, with modest but consistent urban-suburban variations suggesting limited adaptation to local contexts. The study critically evaluates how this over-reliance on quantifiable metrics may inadvertently constrain educational innovation and leadership autonomy. It proposes concrete recommendations for policy implementation, including the development of more balanced assessment criteria, enhanced stakeholder participation in evaluation processes, and regionally differentiated approaches to account for resource disparities. The paper concludes by outlining key directions for future research, emphasizing the need for longitudinal studies on evaluation impacts, qualitative investigations of leadership experiences, and cross-national comparisons with high-performing education systems. By bridging empirical findings with practical policy suggestions, this study contributes to ongoing discussions about optimizing school leadership evaluation to support educational quality and equity in China's rapidly evolving education landscape.

Public-Private Partnerships in Chinese Education: Leadership and Management Implications

Kai Zhang — 2025-06-10

This quantitative study investigates the critical roles of leadership and management in enhancing the perceived effectiveness of Public-Private Partnerships (PPPs) in the Chinese education sector. Driven by the increasing reliance on PPPs to address educational demands and resource constraints, the research addresses a significant gap in understanding the specific leadership and management dynamics within these hybrid organizations in China's unique socio-political context. Utilizing a cross-sectional survey design, data were collected from 450 leaders and managers actively involved in educational PPPs across various levels (K-12, vocational, higher education) and partner types (public and private sector) in mainland China. Multiple regression analysis revealed that Transformational Leadership (β=0.25,p<0.001), Strategic Leadership (β=0.14,p=0.003), Quality Assurance Management (β=0.13,p=0.003), Risk Management (β=0.08,p=0.020), and Stakeholder Engagement Management (β=0.23,p<0.001) are all statistically significant positive predictors of perceived PPP effectiveness. Notably, Transformational Leadership and Stakeholder Engagement Management emerged as the strongest predictors, underscoring the importance of visionary leadership and collaborative approaches. Furthermore, independent samples t-tests and one-way ANOVA indicated significant differences in perceived effectiveness based on partner type (private sector showing higher perceptions) and educational level (vocational education PPPs perceived as most effective). These findings highlight that the success of educational PPPs in China critically hinges on effective, collaborative leadership and robust management strategies, rather than solely on their structural formation. The study offers practical implications for policymakers and practitioners, emphasizing targeted leadership development and tailored management approaches for sustainable educational partnerships.

The Aesthetics of Line and Form: Formal Language in Yigong Wood Sculpture of Wang Grand Courtyard

Liu Hong — 2025-06-12

This study focuses on the yigong (bracket arms) wood sculpture in the Wang Grand Courtyard in Shanxi Province, approaching the subject from the perspective of fine arts to explore their aesthetic characteristics and visual expression mechanisms within the context of traditional Chinese architectural decoration. As both essential structural connectors and highly ornamental sculptural elements, yigong exemplifies the integration of architecture and art. Through image line-drawing analysis, field observation, and interviews, this research systematically analyzes their compositional strategies, linear organization, and cultural symbolism. The findings reveal that these motifs construct a formal and symbolic visual language between structure and narrative, embodying the traditional Chinese aesthetic ideal of “harmony between form and spirit” and “meaning beyond words.” The study adopts theoretical frameworks from aesthetic scholars to analyze the formal beauty and cultural significance of yigong sculpture from the dimensions of “significant form,” “rhythmic order,” and “symbolic signification.” By examining the yigong sculpture of the Wang Grand Courtyard in depth, the research reveals their visual guidance function in spatial decoration, their narrative function in conveying ethical values, and their symbolic function in representing social identity—demonstrating the multifaceted interaction between decorative art, architectural space, and social consciousness. This research concludes that yigong wood sculpture, as a representative form of traditional Chinese decorative art, are not only the product of exquisite craftsmanship but also a visual narrative system that embodies historical memory and aesthetic concepts. Their refined composition, abstract formal language, and integration of cultural symbols reflect a unique path of artistic expression within architectural contexts, offering significant inspiration and resources for contemporary art design and cultural heritage revitalization.

Challenges and Opportunities in Localizing Gordon’s Music Learning Theory in Chinese Elementary Music Education: A Critical Perspective

Yutong Gu — 2025-06-24

Edwin Gordon's Music Learning Theory (MLT), which focuses on audiation and sequential musical skill development, has received international attention for improving music instruction efficacy. However, cultural, pedagogical, and institutional obstacles make its integration into Chinese elementary music instruction particularly difficult. This research critically investigates the localization of MLT in China's educational system, noting substantial barriers such as traditional rote-learning techniques, poor teacher readiness, and insufficient teaching resources. Concurrently, prospects stemming from China's ongoing educational reforms, technological advances, and a greater emphasis on learner-centered teaching are explored. By critically assessing these elements, the study makes strategic recommendations for successfully adopting MLT, offering theoretical insights and practical directions to educators, policymakers, and curriculum creators seeking to improve music education practices in China.