Can High-Involvement Management Enhance Teacher Professionalism in China? A Structural Equation Modeling Analysis
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| Title: | Can High-Involvement Management Enhance Teacher Professionalism in China? A Structural Equation Modeling Analysis |
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| Language: | English |
| Authors: | Lichao Ma, Xiaoxiao Feng, Chunxiao Wang, Hao Yao (ORCID |
| Source: | Educational Management Administration & Leadership. 2026 54(3):766-794. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education Elementary Secondary Education |
| Descriptors: | Foreign Countries, Teacher Administrator Relationship, Professionalism, Elementary School Teachers, Secondary School Teachers, School Administration, Psychological Patterns, Work Attitudes |
| Geographic Terms: | China |
| DOI: | 10.1177/17411432241300276 |
| ISSN: | 1741-1432 1741-1440 |
| Abstract: | As a multifaceted concept, teacher professionalism lays particular emphasis on strong moral purposes and commitment to the teaching profession in the Chinese cultural context, compared with teacher agency, but it is not yet known whether it can be enhanced by high-involvement management in Chinese schools. By conducting a questionnaire survey of primary and secondary school teachers, this study used structural equation modeling to unpack the relationship between high-involvement management and teacher professionalism. The results showed that high-involvement management had a significant positive effect on career commitment and positive emotions of teachers, which both exerted the positive effects on professionalism. Career commitment and positive emotions play the single mediation and sequential mediation between high-involvement management and teacher professionalism. The high-involvement management model cannot directly facilitate professionalism, but only have an indirect positive impact through the full mediation of career commitment and positive emotions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504960 |
| Database: | ERIC |
| Abstract: | As a multifaceted concept, teacher professionalism lays particular emphasis on strong moral purposes and commitment to the teaching profession in the Chinese cultural context, compared with teacher agency, but it is not yet known whether it can be enhanced by high-involvement management in Chinese schools. By conducting a questionnaire survey of primary and secondary school teachers, this study used structural equation modeling to unpack the relationship between high-involvement management and teacher professionalism. The results showed that high-involvement management had a significant positive effect on career commitment and positive emotions of teachers, which both exerted the positive effects on professionalism. Career commitment and positive emotions play the single mediation and sequential mediation between high-involvement management and teacher professionalism. The high-involvement management model cannot directly facilitate professionalism, but only have an indirect positive impact through the full mediation of career commitment and positive emotions. |
|---|---|
| ISSN: | 1741-1432 1741-1440 |
| DOI: | 10.1177/17411432241300276 |
