e-ISSN: 2948-4383

Volume 01, Issue 04, 2022

[Link]

The Crucial Impact of Leadership Style Towards Academic

Achievement in China
Huang Qiuyan
University Melaka, Malaysia, 478147378@[Link]

ABSTRACT
With the emergence of the knowledge economy society, education has gained high prestige in China since the majority of
Chinese citizens believe that education is the key to a country's future progress. It is essential for every school administrator to
exercise effective management of the organisation through strong leadership. The leadership styles of principals have an effect
on the climate of the school; the attitudes that teachers have toward leadership; the turnover rate of instructors; and the academic
achievements of students. Therefore, this conceptual article investigated the various clusters of leadership styles and the
relationship between the principal's leadership style and student academic achievement in China. Two main clusters of
leadership, which are transactional leadership and transformational leadership, will be measured as significant measurements
for student academic achievement. Contingency or situational theory has been proposed to support the whole body of study.
The suggested framework on principal leadership style and its relationship with student achievement in China's schools was to
understand where each leadership style was applied and how leadership styles are linked to student achievement. It is critical
for subsequent analysis to confirm that different principal leadership practices and their philosophies were strongly related to
the contingency of principals' positions and that differences in leadership philosophies can affect student progress. Taking into
account the methodological implications for academics and policymakers, this study also made two suggestions for future
research on executive leadership and leadership styles.

Keywords: leadership style, academic achievement, China, transactional leadership, transformational leadership

I. INTRODUCTION
Since 1987, when the 13th National Congress of the Communist Party of China emphasised the importance of
education to a nation's long-term growth, education has played an increasingly important role in China. In this new
period, with the emergence of the knowledge-economy society, education has a high prestige in China since the
majority of Chinese citizens believe that education is the key to a country's future progress (Gu, Ma, & Teng, 2017).
Exam-oriented academic culture is popular in Chinese society as a significant means of assessing educational
outcomes and selecting qualified personnel (Yan, 2015). This accomplishment is appropriately referred to as "the
one exam that determines one's life" (Li, 2016). As a result, it is essential for every school administrator to exercise
effective management of the organisation through strong leadership (Rengiah & Sentosa, 2016).

Over the course of the past two decades, an increasing number of studies have concentrated on the impact that
school leadership has on the academic performance of students (Sun et al., 2020; Robinson et al., 2008). Previous

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research has shown that the leadership styles of principals have an effect on the climate of the school, the attitudes
that teachers have toward leadership, the turnover rate of instructors, and the academic achievements of children
(Urick, 2016). On the other hand, research have also highlighted the fact that the leadership style increases the effect
of principal leadership styles on student accomplishment with particular responsibilities and under certain situations
(Aldhaheri, 2017). Several studies have been conducted to study the connection between strong instructional
leadership and high student accomplishment. These studies have revealed that there is a beneficial connection
between the two in terms of student results (Day, Gu & Sammons, 2016). A significant number of these research
demonstrated that strong educational leadership has a tendency to have an effect on student performance as well as
on the effectiveness of schools and the improvement of schools. It is not known, however, whether sorts or forms
of school leadership contribute the most to students' academic success, nor is it understood how the links between
these factors vary from country to country.

Additionally, additional scholars have investigated the connections between transformative leadership, school
environment, school culture, and student academic accomplishment (Kwan, 2020). Principals frequently assumed
the position of "innovator" with the support of transformational leadership. Multiple studies have demonstrated that
distributed leadership positively influences school structure, teacher belief, and student accomplishment (Harris et
al., 2020). By utilising distributed leadership, principals assume the role of "distributor." All of these studies on
leadership styles in schools added to our comprehension of leadership and its function in certain school settings.
However, the majority of studies have focused on only one or two leadership types and the relationship between
leadership and student accomplishment; the relationship between several leadership styles and student achievement
remains unclear (Chen, Ning & Bos, 2022). For the vast majority of Chinese high school students, a college
education remains the sole possible path to a better life. In addition, principals' career advancement and teachers'
bonuses remained significantly impacted by their students' achievement, which is viewed as a measure of school
performance. Consequently, senior high schools view enhancing student achievement as their primary objective (Li,
2020).

In a number of studies on school growth and principal leadership, the global impact of international large-scale
assessments has prompted academics to investigate the significance of principal leadership in student improvement.
Leithwood and Riehl (2003) claimed that leadership has a negligible but detectable impact on student achievement.
This article seeks to address these topics by examining the relationships between diverse leadership styles and
student achievement. This method may compensate for the limitations of prior research that focused solely on the
impact of a single type of leadership. For a better understanding of the study, which strives to explain the concept
of leadership and its behaviour in order to acquire effectiveness in the education system and indirectly contribute to
the growth of knowledge, the following objectives are described.

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II. LITERATURE REVIEW

A. Leadership Style

Leadership is a phenomenon of the group. According to Knezevich (1984), the most effective leader may be the
one who supports in creating and clarifying goals and motivates the group to achieve them. Stogdill (1948)
concluded that qualities alone do not produce a leader, but that the individual's behaviours in connection to the
nature of the group to be led are crucial. According to Knezevich (1984), leadership conduct tends to change based
on the problems that need to be handled, the individuals involved, and other circumstances. Leadership positions
tend to be characterised by a dominant behavioural pattern, despite the fact that leadership styles can fluctuate. This
article discussed both transactional leadership and transformational leadership styles (Khan, Nawaz & Khan, 2016).

1) Transactional Leadership Style

According to the research, the transactional style inhibits innovation and might negatively impact employee job
satisfaction. Management by exception explains leaders' behaviour in terms of the accurate detection of departures
from the expected behaviour of followers. A transactional leader adheres to the scheme of dependent rewards to
communicate performance expectations to their followers and values high performance. Transactional leaders view
contractual agreements as the primary motivators (Bass & Avolio, 1997), and employ extrinsic rewards to motivate
followers. The application of both types varies according on circumstance and context. In situations requiring a high
degree of precision, technical expertise, and time-constraints, especially in technologically intensive environments,
we will prefer transactional leadership. However, in human-intensive environments, where the emphasis is on
influencing followers through motivation and respecting their emotions on the basis of shared goals, beliefs, and
values, transformational leadership will be the preferred option (McGregor, 2003). Transactional leadership style
comprises three components: contingent reward, management-by-exception (active) and management-by-exception
(passive).

a) Contingent Reward

Leadership based on contingent rewards focuses on accomplishing results. As a result of the fact that humans
value tangible, material rewards for their labour, this behaviour has emerged. "Where transformational leadership
recognises individual skills and fosters enthusiasm through emotional appeals, values, and belief systems,
transactional leadership generates compliance by appealing to the desires and requirements of individuals" (Avolio
& Bass, 2004). Managers that use contingent rewards are supposed to provide employees with direction so that the
job is completed. Key signs of contingent compensation include performance-based material rewards, direction-
setting, complementarity, and team confidence building (Sharin, Sentosa & Perumal, 2022).

b) Management by Exception (Active)

Management by exception (active) is not the renunciation of leadership, exemplified by a laissez-faire approach
to management. Leaders that practise management by exception (active) have an innate belief in their employees'

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ability to complete tasks to a satisfactory standard and avoid upsetting the status quo. This form of leadership does
not motivate employees to exceed expected results; however, if the objective is met, the system has worked,
everyone is pleased, and business proceeds as usual (Avolio & Bass, 2004). In management by exception leaders,
there is minimal feeling of adventure or risk-taking, new perspectives, or white-water strategies. It corresponds to a
culture of need-driven transformation. Management by exception (active) is characterised by confidence in
employees, inadequate communication, continuation of the status quo, and lack of confidence.

c) Management by Exception (Passive)

It is the kind of transactional leadership in which executives avoid stipulating agreements and fail to present
personnel with goals and criteria to attain. Occasionally, a leader waits until something goes wrong before taking
action (Avolio & Bass, 2004).

2) Transformational leadership style

Transformational leaders place a strong priority on their relationships with followers and display individualised
concern in satisfying their requirements for empowerment, achievement, increased self-efficacy, and personal
development. However, leadership styles do not account for every aspect that influences innovation.
Transformational leadership is associated with beneficial individual and organisational outcomes. Transformational
leaders motivate followers toward self-sacrifice and attainment of corporate goals over personal interests (Avolio &
Bass, 2002). Transformational leadership consists of the following four components:

a) Idealized Influence.

In the context of idealised behaviour, the role of transformational leaders in mentoring followers and educating
them on crucial tasks of leaders is mentorship. These leaders are also learners. In short, the primary indicators of
idealised influence are providing followers with a feeling of purpose, meaning, self-esteem, self-determination,
emotional control, and confidence through role modelling, articulation, and values construction. It is the
characteristic of a leader that motivates followers to view him or her as a role model. The other term for desired
influence is charisma. Idealized influence generates values that inspire, establish meaning, and instil in individuals
a feeling of purpose. The nature of idealised impact is motivational. It cultivates perspectives on what is significant
in life. The relationship between idealised influence and charismatic leadership (Yukl, 2002).

Leaders with charisma instil confidence in others. It is their trust in a follower's willingness to make self-
sacrifices and ability to pursue exceptional goals that is a powerful motivating force of idealised influence and role-
modelling behaviour (Crawford, 2005). Leaders that have faith in their team members can achieve remarkable
success. A constructive sense of self-determination is possessed by leaders with idealised influence. Maintaining
self-esteem is a powerful and pervasive social demand. These leaders have a high level of conviction, transform
their followers through consistent communication, position themselves as role models, and inspire them to achieve
the company's objective and goals. They possess the necessary level of emotional stability and self-control (Hossin,
Ali, & Sentosa., 2020).
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b) Inspirational Motivation.

Successful administrators are constantly engaged with their employees by motivating, rewarding, and correcting
them, as well as replacing them if they fail, so generating possibilities for others. A significant aspect of the
transformational leadership style of inspirational motivation is developing the awareness of followers, connecting
them with the organisational goal and vision, and inspiring others to comprehend and commit to the vision.
Inspirational motivation focuses on organisational existence rather than the personality of the leader (Avolio & Bass,
2004). Instead of smothering personnel, a leader with this approach encourages them to contribute their best to
company goals. This leadership style encourages employees by granting them greater liberty to make decisions
without supervision and providing them with the tools to do so. In addition to clearly conveying their vision and
pushing followers to develop beyond the norm for their personal and the organization's growth, leaders that exhibit
this behaviour set high standards for their followers (House & Shamir, 1993). In conclusion, leaders with
motivational behaviours that inspire develop vision, establish communication, and manage difficult employees by
encouraging, working with, and empowering them (Samad, 2012).

c) Intellectual Stimulation.

There are many levels of intelligence and active work encouragement. It is the capacity to intellectually motivate
employees and the propensity to be actively interested in the work. Intellectual stimulation leaders are those who
intellectually excite their followers, foster creativity, and accept obstacles as part of their job (Akthar, 2022). The
leaders who are able to retain their emotional equilibrium and approach complex challenges logically. They also
nurture the same talents in their employees. They teach their followers complicated decision-making problem-
solving skills, reflecting a consensus between leaders and staff. Individualized consideration's mentoring, coaching,
and morale-building strengths are prominently displayed through the intellectual stimulation leadership strategy
(Rivelino, 2022). Both leadership approaches develop organisational skills and character, similar to coaching and
challenging leadership behaviours that demonstrate care (House & Shamir, 1993). In other words, leaders utilising
this leadership technique must first decipher the nuances of the task and generate a sense of direction regarding what
it means for them and their employees before pushing worker participation in the challenge. In summary, the primary
markers of intellectual stimulation include rationality, creativity, consensual decision-making, coaching, supporting,
challenging, and participation.

d) Individualized Consideration.

Individualized consideration refers to the core transformational leadership behaviour of viewing individuals as
key workplace contributors (Fuller et al, 1996). These leaders demonstrate concern for their employees' needs and
are qualified to encourage and guide the growth of desirable workplace behaviour. Their participation ranges from
participative to authoritarian. Individualized consideration is comprised of reassurance, care for and coaching of
individuals, as well as an open and collaborative attitude.

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B. Principal Leadership Style and Student Achievement

Globally, leadership styles have been extensively examined. Principal duties serve as the foundation for a deeper
examination of principal leadership, given their significance in maintaining school success and ongoing
improvement. Previous research has demonstrated that leadership style influences student achievement either
directly or indirectly (Dimopoulos, 2020). For instance, the prior study found that the behaviour of the principal,
specifically the leadership influence on a supportive, collegial, and not overly restrictive school climate, enables the
impact of leadership on school climate and thus on his or her teaching members to positively affect student
achievement. Consequently, principals' behaviours should have a strong correlation with their leadership styles
(Pinkas & Buli, 2017). In various studies addressing the connection between leadership style and student
achievement, the instructional, transformational, distributed/shared, and integrated leadership styles are commonly
investigated.

According to Brauckmann and Pashiardis (2011), who approached leadership from a holistic perspective, a
survey of 203 German principals revealed that the instructional, structuring, participative, entrepreneurial, and
personnel development styles were influenced by a number of system-level variables, such as the political system's
pattern of centralization or decentralization (Wutoy, Waruwu, Ndraha, & Al Hadad, 2022). In contrast, according
to Fend (2008), the political system, which stands in for the interests of the community, is a two-way street where
societal structures and the educational or school system are traded for one another. According to researchers on
transformational leadership, student achievement is a measure of how important school efficiency and improvement
are. Additionally, the culture and atmosphere of the school that the principals want to establish are strongly related
to the duties they play (Bellibas & Liu, 2018). Similar findings were made by Leithwood, Harris & Hopkins (2020)
and Sun et al. (2020), who discovered that transformational leadership is positively related to four different sets of
outcomes, including teachers' attitudes and practises, school circumstances, teacher conditions, and student success.

Moreover, researchers have suggested that if principals support a school environment with immediate
suggestions and feedback, effective instruction, corporation, supportive working climate for the teaching staff, and
professional development opportunities available, teaching and student achievement tend to improve. Other than
that, Wetzstein, Suchanek and Paul (2009) claimed that the job and responsibilities of principals have moved from
that of an educator to that of an entrepreneurial manager with certain qualification criteria, the foremost of which is
to improve the school's overall performance. According to Lee and Chiu (2017), integrated leadership, which
encompasses several dimensions of leading behaviours, has become a pervasive perspective in leadership studies as
the notion of school leadership continues to expand. Van Wart (2005) advocated the integrated leadership of
transactional and transformational leadership, incorporating the variables of the linear chain that were only
tangentially related. In addition, De Maeyer et al. (2007) investigated the relationship between integrated leadership
and student accomplishment in mathematics and mother tongue through the indirect effect of organisational culture.

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Depending on the conceptual models chosen by researchers, they found that integrated leadership affects student
accomplishment. Recent research by Boberg and Bourgeois (2016) examined the direct and indirect effects of serial
mediation models of integrated transformational leadership on student success. These scholars discovered that
integrated transformational leadership affected student achievement through instructors' behaviour and students'
motivation to learn. Furthermore, with the requirement of school quality assurance and effective teaching, numerous
research have indicated that the national political context and political acumen (Wutoy et al., 2022) have a
favourable influence on school effectiveness. In this regard, research suggested that leadership effectiveness should
be measured in terms of the effectiveness of the team as a whole, which represents the key qualities of effectiveness
in the form of an ideally integrated set of several intangibles (Li, 2020). Based on the descriptive literature and
arguments, the researcher formulates two hypotheses for the present article, which are:

Hypothesis 1: Transactional leadership is confirmed as a significant measurement of a school’s student

achievement.

Hypothesis 2: Transformational leadership is confirmed as a significant measurement of a school’s student

achievement.

III. CONCEPTUAL DEVELOPMENT

The researcher selects the Contingency Theory or Situational Theory in order to strengthen and support the
entire body of study. Historically, the theory of situational leadership implies that the style of leadership should
correspond to the subordinates' level of development (Khan, Nawaz & Khan, 2016). The situational leadership
paradigm, which was introduced for the first time in 1969, postulated that there is no single best method to lead, and
that effective leaders must be able to adapt to the environment and alter their leadership style from task-oriented to
relationship-oriented. Then, in 1997, Greenleaf refines this situational theory from an alternative perspective.
According to the theory of contingency, no leadership style is accurate as a stand-alone, as the leadership style
employed is dependent on elements such as the quality, scenario, and number of variables of the followers.
"According to this idea, there is no one right way to lead, as the internal and external characteristics of the
environment necessitate the leader to adapt to the specific scenario." In most instances, leaders do not alter simply
the organization's dynamics and surroundings, but also its members. Theories of contingency are, in a general sense,
a category of behavioural theory that challenges the notion that there is no best way of leading/organizing and that
the style of leadership that is beneficial in certain situations may not be effective in others (Greenleaf, 1977).

Contingency theorists believed that employees played a key role in defining the leader-subordinate relationship,
but contingency theorists believed that the leader was the focal point of the leader-subordinate interaction. Though
contingency approach remains primarily focused on the leader, it creates the significance of group dynamics. These
investigations of the relationships between groups and their leaders have contributed to the development of some of

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our contemporary ideas of group dynamics and leadership. The notion of situational leadership states that the style
of leadership should be proportional to the subordinates' level of development (Bass & Avolio, 1997).

Figure 1: Conceptual Framework

Figure 1 illustrates how this research sets the groundwork for developing a theory of emotional intelligence and
its consequential link to leadership effectiveness. The researcher proposed a second-order construct approach in
order to measure the relationship of exogenous factors (self-awareness, self-regulation, motivation, empathy, and
social skills) (emotional intelligence components by Galomen's notion (2004) to the endogenous variable (leadership
effectiveness). The method of the study also takes into account ways in which educational institutions, especially
secondary schools in China, can be involved in order to improve the quality of their service delivery and their
efficiency as an institution.

The ability to understand and explain complex and well-organized events, in which all parts have meaningful
connections to one another and make substantial contributions to the whole, is made possible by adopting a holistic
perspective. In this study, the population of interest is Chinese school principals; therefore, data will be collected
from them to serve as a sample. This framework works well with any type of management system and can be easily
adapted to new systems, and there is a clear delineation between the various parts in terms of their ability to manage
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resources and accomplish the organization’s goals. The fields of psychology and human resource management can
make extensive use of this framework.

IV. DISCUSSION AND RECOMMENDATIONS

The purpose of this article development and suggested framework on principal leadership style and its
relationship with student achievement in China's schools was to understand where each leadership style was applied
and how leadership styles linked to student achievement. The proposed study design is critical for subsequent
analysis to confirm that different principal leadership practises (transactional leadership and transformational
leadership) and their philosophies were strongly related to the contingency of principals positioned and that
differences in leadership philosophies can affect student progress. Particularly, the leadership style and work goals
of a school principal can be somewhat predicted by the interaction of several contextual or situational elements.
Student performance as a predictor of leadership effectiveness might be helped or hampered by distinct leadership
styles. Apart from that, the findings will provide a deeper understanding of the contingency and situational theories
for future study phases. Principals generate conditions that pave the way for enhanced student achievement by
employing diverse leadership styles through these specific behaviours (Sergiovanni, 2015).

This study made two suggestions for future research on executive leadership and leadership styles, taking into
account the methodological implications for academics and policymakers. The majority of prior studies assessed the
influence of a certain principal leadership style on student achievement in specific settings, since the specific
leadership style is a predictor of the effect. Importantly, additional system-related background information on
national politics is explored within the framework of the relationship between principal leadership styles and student
academic accomplishment. Principal leadership behaviours connected with leadership for learning with
instructional, transformational, and distributed or shared leadership styles were highly influenced by the competitive
environment between schools, which was supported by educational policy and the national system. It is essential to
continue the conversation about this issue and how it relates to service recovery efforts (Al-Bazaiyah, 2022),
particularly in light of the Pandemic COVID-19 concern.

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