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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
Language: English
Authors: Lichao Ma, Xiaoxiao Feng, Chunxiao Wang, Hao Yao (ORCID 0000-0002-5794-7129)
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
FullText Text:
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  Data: Can High-Involvement Management Enhance Teacher Professionalism in China? A Structural Equation Modeling Analysis
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  Data: <searchLink fieldCode="AR" term="%22Lichao+Ma%22">Lichao Ma</searchLink><br /><searchLink fieldCode="AR" term="%22Xiaoxiao+Feng%22">Xiaoxiao Feng</searchLink><br /><searchLink fieldCode="AR" term="%22Chunxiao+Wang%22">Chunxiao Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Hao+Yao%22">Hao Yao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5794-7129">0000-0002-5794-7129</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Management+Administration+%26+Leadership%22"><i>Educational Management Administration & Leadership</i></searchLink>. 2026 54(3):766-794.
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  Data: 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
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  Data: Y
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  Data: 29
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalism%22">Professionalism</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Attitudes%22">Work Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1177/17411432241300276
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  Data: 1741-1432<br />1741-1440
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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      – SubjectFull: China
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