Moderation and Mediation Effects of School Culture on the Relationship between Transformational Leadership and School Effectiveness of Public Art Vocational Schools in Shenyang City
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The objectives of this research were: (1) to study the effect of teachers’ transformational leadership on school effectiveness. (2) to find the mediation effect of school culture on the relationship between Transformational leadership, and School effectiveness, and (3) to find the moderation effect of school culture on the relationship between transformational leadership, and school effectiveness.
The target population of this study was the teachers in public art vocational schools in Shenyang city, The People’s Republic of China, and the population frame was the teachers in the 2024 academic year here are 4,108 teachers in 29 public art vocational schools in Shenyang city. The average number of students in each of these 29 public art vocational schools is more than 2,000. A stratified random sampling method was used to determine the sample size of 348 teachers. The tools used for data collection were semi-structured interviews and five-point rating scale questionnaires. Descriptive Statistics, CFA Confirmatory Factor Analysis, and Structural Equation Model (SEM) were used for statistical data analysis and content analysis.
The results show that: (1) teachers’ transformational leadership had positive effect on school effectiveness. (2) there was a mediation effect of school culture on the relationship between Transformational leadership, and School effectiveness, and (3) there was a moderation effect of school culture on the relationship between transformational leadership, and school effectiveness.
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