A Theoretical Study on the Network Structure of Transformational Leadership and Teacher Job Satisfaction Based on the Four Paths Framework
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This study investigates the impact of transformational leadership on teacher job satisfaction using the Four Paths Framework, which consists of the Rational, Emotional, Organizational, and Family Paths. Teacher job satisfaction is recognized as a key factor influencing school performance, teacher retention, and student outcomes, making it a critical area of study in educational leadership. The research aims to provide a comprehensive theoretical model that captures the multidimensional effects of transformational leadership on job satisfaction.
Aims:The primary objective of this study is to explore how transformational leadership behaviors impact teacher job satisfaction through different pathways. Specifically, it examines the distinct influences of transformational leadership on teaching quality, emotional support, organizational commitment, and family and community engagement. The study targets educational institutions as its population, with a sample drawn from journal articles indexed in the Social Science Citation Index (SSCI) in the Web of Science database.
Methodology:A systematic literature review was conducted using journal articles published between 2014 and 2024, retrieved with the keywords "transformational leadership," "job satisfaction," and "teacher." A total of 111 relevant studies were identified. Social network analysis (SNA) was employed to analyze the relationships between high-frequency keywords related to transformational leadership and teacher job satisfaction. VOSviewer and Python software were used to identify key nodes and connections in the network, offering a visual representation of the findings.
Results:The network analysis of high-frequency keywords revealed that transformational leadership significantly enhances teacher job satisfaction through various pathways. The Rational Path improves teaching quality and professional accomplishment. The Emotional Path strengthens teachers' self-efficacy and emotional well-being. The Organizational Path increases teachers' organizational commitment and sense of belonging, while the Family Path facilitates support from family and community resources. These findings emphasize the multidimensional nature of leadership and its direct and indirect effects on job satisfaction.
Conclusion:The study provides a new theoretical perspective on educational leadership, offering empirical evidence that transformational leadership can effectively enhance teacher job satisfaction by addressing both professional and personal needs. The research highlights the importance of leadership in shaping positive organizational cultures and recommends that educational management practices focus on strengthening leadership behaviors across all four pathways. Further research should explore the mediating effects of key factors within these pathways to provide a deeper understanding of the mechanisms at play.
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References
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