Empowering educators: how transformative leadership in Chinese public schools improves teacher job satisfaction

The expansion of the school's development is justified by the school principal's successful leadership style. Unlike some corporate organizations, managing a school is dynamic and requires perseverance in the face of negative consequences caused by a variety of factors. On another note, cultivating an excellent principal capable of balancing the school ecosystem and maintaining positive relationships with its stakeholders is challenging. Hence, the purpose of this study is to investigate the relationship between principals' transformational leadership style and teachers' job satisfaction, as well as to emphasize the importance of leaders' support for teachers. Three hundred Chinese primary school teachers participated in a quantitative descriptive and correlational study. SPSS 27.0 was used to perform descriptive analysis, Pearson correlation, and multiple regression on the data. As instruments, the Scholars' Transformational Leadership Questionnaire and Job Satisfaction Survey (JSS) were used. According to the findings, there is a strong positive relationship between the principal's transformational leadership style and teacher job satisfaction. Both the independent variables and the constructs had positive correlation coefficients with teacher job satisfaction. There was even less comfort found in the finding that teacher job satisfaction predicts teachers' perceptions of their school as well as motivations. Henceforth, a study on principal leadership style is still worthwhile in the hope that the school will find a mutually beneficial arrangement that will give better hope to teachers' profession.

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