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Type :thesis
Subject :LB Theory and practice of education
Main Author :Jia, Baofeng
Title :A structural equation modelling on students satisfaction of university students in China
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2023
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
The purpose of this study is to investigate the impact of teacher transformational leadership style on student satisfaction, mediated through teacher effectiveness and school climate in selected Chinese universities. The aims of this study include examining the relationship between teacher transformational leadership style and student satisfaction, determining the mediating role of teacher effectiveness and school climate, and exploring the potential moderating effects of demographic variables. This study utilized a quantitative research method, with a cross-sectional survey design to collect data to answer the research questions and hypotheses developed. The data was collected through three sets of questionnaires from 260 teachers selected through the stratified random sampling from the selected Chinese universities and was analysed using the Simple Linear Regression and Sobel-test, hence answering the seven research questions and hypotheses. The findings revealed that teacher transformational leadership style had a positive and significant effect on teacher effectiveness, school climate, and student satisfaction. Moreover, teacher effectiveness and school climate were discovered to mediate the relationship between teacher transformational leadership style and student satisfaction. This study provides insights into the importance of teacher transformational leadership in promoting student satisfaction in Chinese universities. The findings suggest that teacher effectiveness and school climate are key mechanisms through which teacher transformational leadership impacts student satisfaction, thus acted as mediators between teacher transformational leadership and student satisfaction. This study has significant implications for both theory and practice. From a theoretical perspective, it advances understanding of the complex nature of teacher leadership and its impact on student outcomes. Further, the findings provide empirical evidence that supports the relevance of transformational leadership in higher education. In terms of practical implications, the study highlights the importance of investing in teacher professional development to enhance their leadership capabilities. Additionally, universities should prioritize creating a positive school climate to foster student satisfaction.

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