The Influence of Class Teachers’ Leadership Behavior and Personal Characteristics on Student Academic Performance: A Study of Fuzzy Set Qualitative Comparative Analysis Citing H Middle School as a Case Study
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Published
Mar 31, 2022
Abstract
Leadership behavior of classroom teachers has a significant impact on students’ academic success. However, little empirical research on this subject has been undertaken in China. By developing truth tables and doing necessary computations, this study examines the influence of differential combinations of parameters connected to class teachers’ qualities and leadership behavior on student academic performance. It has been discovered that the democratic leadership behavior displayed by class teachers is the most popular among students and is helpful to student academic achievement; the numerous combinations of linked characteristics have varying effects on student academic performance. The study compensates for a dearth of empirical research on the subject and sheds light on the process by which class teacher leadership influences student academic progress.
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Keywords
Leadership Behavior, Academic Performance, Class Teacher, Class Management, Qualitative Comparative Analysis
References
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Gao, W., Gao, J., & Li, J.Z. (2018). The effect route of entrepreneurship policy on city entrepreneurship: A study based on fuzzy set qualitative comparative analysis. Journal of Management, 37(4):68-75. DOI: https://doi.org/10.3969/j.issn.1002-980X.2018.04.009
Gao, X.H. (2013). The Influence of Class Teachers’ Authority on Student Academic Performance. Suzhou University. DOI: https://doi.org/10.7666/d.D338247
Harris, A., & Lambert, L. (2004). Building Leadership Capacity for School Improvement. Open University press. DOI: http://dx.doi.org/10.1080/13632430120074419
Huang, H. J. & Xin, T. (2007). The impact of teachers’ classroom teaching behavior on student academic performance: A cross-cultural study. Psychological Development and Education, 2007(4):60-65. DOI: https://doi.org/10.3969/j.issn.1001-4918.2007.04.010
Hu, C. (2013). The relationship between teacher leadership behavior and academic emotions and achievement of junior middle school students. Hubei University.
Lewin, K., Lippitt, R., & White, R. (1939). Patterns of aggressive behavior in experimentally created “social climates.” Journal of Social Psychology, 10(2):269-299. DOI: https://doi.org/10.1080/00224545.1939.9713366
Lieberman, A. & Miler, L. (2004). Teacher Leadership. San Francisco: Jossey-Bass.
Mulford, B., Kendall, L., & Kendall, D. (2004). Administrative practice and high school students’ perceptions of their school, teachers, and performance. Journal of Educational Administration, 42(1):78-97. DOI: http://dx.doi.org/10.1108/09578230410517486
Ning, X.P. (2016). The relationship between junior middle school class teachers’ leadership styles and class environments. Shan’xi Normal University.
Pang, X. (2018). The impact of corporate governance structure on the performance of Chinese real estate enterprises. China University of Political Science and Law Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. Journal of Educational Psychology, 101(1):115-135. DOI: http://dx.doi.org/10.1037/a0013383
Qi, X.H., & Huang, Z.P. (2013) Class Teachers’ Basic Professional Skills Nanjing: Nanjing Normal University Press.
Ragin, C.C. (2009). Redesigning Social Inquiry: Fuzzy Sets and Beyond. Chicago: The University of Chicago Press.
Ragin, C.C., & Pennings, P. (2005). Fuzzy sets and social research. Sociological Methods and Research, 33(4):423-430. DOI: https://doi.org/10.1177%2F0049124105274499
Rihoux, B., & Ragin, C.C. (2017). Configurational Comparative Methods: Qualitative Comparative Analysis (QCA) and Related Techniques (Chinese Version). China Machine Press.
Wu, J.Y. & Dai, X. (2008) Teacher leadership and its formation. New curriculum (Comprehensive Edition), 2008(6):60-62.
Wu, W.D. & Chen, X.R. (1978). Teacher leadership behavior and students' expectations, academic achievements, and life adaptation. Bulletin of Educational Psychology (Taiwan), 1978(11):87-104. DOI: https://doi.org/10.6251/BEP.19781201.7
Zhang, Y.M., He, Y., & Li, M.J. (2012). An empirical study on the impact of teacher-related factors and student-related factors on student academic performance: Based on a multi-layer linear model analysis of large-scale test data. Teacher Education Research, 24 (4):56-62.
Zhou, S.K., Gu, H., & Yao, J.J. (2018). From “studying hard” to “learning skillfully”: An empirical study of key factors affecting student academic performance based on the survey data of 262245 students’ academic quality in Jiangsu Province. School Administration, 336 (11):41-45.
Gao, W., Gao, J., & Li, J.Z. (2018). The effect route of entrepreneurship policy on city entrepreneurship: A study based on fuzzy set qualitative comparative analysis. Journal of Management, 37(4):68-75. DOI: https://doi.org/10.3969/j.issn.1002-980X.2018.04.009
Gao, X.H. (2013). The Influence of Class Teachers’ Authority on Student Academic Performance. Suzhou University. DOI: https://doi.org/10.7666/d.D338247
Harris, A., & Lambert, L. (2004). Building Leadership Capacity for School Improvement. Open University press. DOI: http://dx.doi.org/10.1080/13632430120074419
Huang, H. J. & Xin, T. (2007). The impact of teachers’ classroom teaching behavior on student academic performance: A cross-cultural study. Psychological Development and Education, 2007(4):60-65. DOI: https://doi.org/10.3969/j.issn.1001-4918.2007.04.010
Hu, C. (2013). The relationship between teacher leadership behavior and academic emotions and achievement of junior middle school students. Hubei University.
Lewin, K., Lippitt, R., & White, R. (1939). Patterns of aggressive behavior in experimentally created “social climates.” Journal of Social Psychology, 10(2):269-299. DOI: https://doi.org/10.1080/00224545.1939.9713366
Lieberman, A. & Miler, L. (2004). Teacher Leadership. San Francisco: Jossey-Bass.
Mulford, B., Kendall, L., & Kendall, D. (2004). Administrative practice and high school students’ perceptions of their school, teachers, and performance. Journal of Educational Administration, 42(1):78-97. DOI: http://dx.doi.org/10.1108/09578230410517486
Ning, X.P. (2016). The relationship between junior middle school class teachers’ leadership styles and class environments. Shan’xi Normal University.
Pang, X. (2018). The impact of corporate governance structure on the performance of Chinese real estate enterprises. China University of Political Science and Law Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. Journal of Educational Psychology, 101(1):115-135. DOI: http://dx.doi.org/10.1037/a0013383
Qi, X.H., & Huang, Z.P. (2013) Class Teachers’ Basic Professional Skills Nanjing: Nanjing Normal University Press.
Ragin, C.C. (2009). Redesigning Social Inquiry: Fuzzy Sets and Beyond. Chicago: The University of Chicago Press.
Ragin, C.C., & Pennings, P. (2005). Fuzzy sets and social research. Sociological Methods and Research, 33(4):423-430. DOI: https://doi.org/10.1177%2F0049124105274499
Rihoux, B., & Ragin, C.C. (2017). Configurational Comparative Methods: Qualitative Comparative Analysis (QCA) and Related Techniques (Chinese Version). China Machine Press.
Wu, J.Y. & Dai, X. (2008) Teacher leadership and its formation. New curriculum (Comprehensive Edition), 2008(6):60-62.
Wu, W.D. & Chen, X.R. (1978). Teacher leadership behavior and students' expectations, academic achievements, and life adaptation. Bulletin of Educational Psychology (Taiwan), 1978(11):87-104. DOI: https://doi.org/10.6251/BEP.19781201.7
Zhang, Y.M., He, Y., & Li, M.J. (2012). An empirical study on the impact of teacher-related factors and student-related factors on student academic performance: Based on a multi-layer linear model analysis of large-scale test data. Teacher Education Research, 24 (4):56-62.
Zhou, S.K., Gu, H., & Yao, J.J. (2018). From “studying hard” to “learning skillfully”: An empirical study of key factors affecting student academic performance based on the survey data of 262245 students’ academic quality in Jiangsu Province. School Administration, 336 (11):41-45.
How to Cite
Zhao, H., & Zhang, J. (2022). The Influence of Class Teachers’ Leadership Behavior and Personal Characteristics on Student Academic Performance: A Study of Fuzzy Set Qualitative Comparative Analysis Citing H Middle School as a Case Study . Best Evidence in Chinese Education, 10(2), 1357–1373. https://doi.org/10.15354/bece.22.or042
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