Published Mar 26, 2024

Xinping Zhang  


“Deficit remediation” as an educational governance paradigm has given rise to many problems, whereas principal positive leadership under the “strengths development” paradigm has the potential to give new impetus to school development. Based on large-scale survey data within a provincial region, this study investigates how the school context and principal positive leadership impact student academic achievement using structural equation models. Research findings show that principal positive leadership as a structural latent variable has positive impacts on student academic performance and significantly mediates the effects of the school context on student academic results; and that the patterns of the impacts of principal positive leadership differ according to the variations of the school’s autonomy in operation.



Teacher Support, Migrant Children, Learning Satisfaction, Academic Adjustment, Learning Engagement

Cameron, K. (2013). Positive Leadership: Strategies for Extraordinary Performance. (Chinese translation by Xichao Zhang & Jing Hu). Beijing: Science Press.
How to Cite
Zhang, X. (2024). Why Principal Positive Leadership Is Important: It’s Mediating Effect on the Relation between the School Context and Student Academic Achievement. Best Evidence in Chinese Education, 16(2), 1831–1835. https://doi.org/10.15354/bece.24.ar111