Situational Leadership's Role in Shaping Teacher Autonomy Support in Tongren City, China
DOI:
https://doi.org/10.71222/hn36c964Keywords:
situational leadership theory, situational leadership practices, teachers' autonomy supportAbstract
This study investigates the relationship between school leaders' situational leadership practices and the autonomy support afforded to teachers. The profile of respondents includes a diverse group of teachers varying in sex, years of service, and highest educational attainment. The assessment of situational leadership practices reveals that these practices are generally perceived as effectively implemented. Differences in the assessment based on sex, length of service, and educational attainment were found to be statistically insignificant. Teachers' perceptions of autonomy support were also generally positive, particularly in areas such as responsive teaching and providing rationale, although there is room for improvement in minimizing control and pressure. There are not significant differences found in the perceived autonomy support based on sex, length of service, or educational attainment. The correlation analysis shows a nuanced relationship between situational leadership practices and autonomy support. The study concludes that while overall situational leadership practices do not significantly correlate with general autonomy support, specific practices can influence certain dimensions of autonomy. Recommendations include improving communication, fostering a supportive environment, increasing opportunities for teacher autonomy, and providing clear rationales for decisions. These insights aim to enhance leadership development programs and contribute to creating a more empowering educational environment for teachers.
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