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The Influence of Principals' Instructional Leadership on Teacher Job Satisfaction in Northwest China

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Title: The Influence of Principals' Instructional Leadership on Teacher Job Satisfaction in Northwest China
Language: English
Authors: Han Guo (ORCID 0009-0005-2364-5893), Bity Salwana Alias (ORCID 0000-0001-8769-9341), Jamalullail Abdul Wahab (ORCID 0000-0002-6519-6900)
Source: Journal of Education and Learning (EduLearn). 2026 20(2):837-847.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Foreign Countries, Principals, Instructional Leadership, Teacher Attitudes, Job Satisfaction, Junior High School Teachers, Leadership Styles, Administrator Responsibility, Correlation
Geographic Terms: China
ISSN: 2089-9823
2302-9277
Abstract: In education policy, principals' teaching leadership is key to improving education quality. It shapes school culture and affects various aspects of school development, including teacher job satisfaction. However, there is a limitation of empirical research on how principal instructional leadership impacts teacher job satisfaction in Northwest China, a less developed area, highlighting a critical gap in understanding local educational dynamics. Therefore, this quantitative study aims to explain the impact of instructional leadership by principals on teacher job satisfaction in junior high schools across Ningxia, China. Underpinned by a correlational design, the study specifically focuses on the relationship between principal instructional leadership and teachers' job satisfaction and the dimensions of instructional leadership that are most strongly associated with high levels of teacher job satisfaction. By analysing questionnaire responses from 372 randomly selected teachers, the research highlights that clear goal setting, effective curriculum coordination, and promoting professional development opportunities are important in improving teacher satisfaction. Interestingly, the study also shows that some commonly valued practices, such as high visibility and student progress monitoring, do not significantly influence teacher satisfaction. These findings highlight the importance of instructional leadership practices in improving teacher job satisfaction and suggest areas where school leaders can focus their efforts to enhance the overall educational environment.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507133
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Influence of Principals' Instructional Leadership on Teacher Job Satisfaction in Northwest China
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Han+Guo%22">Han Guo</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0005-2364-5893">0009-0005-2364-5893</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bity+Salwana+Alias%22">Bity Salwana Alias</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8769-9341">0000-0001-8769-9341</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jamalullail+Abdul+Wahab%22">Jamalullail Abdul Wahab</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6519-6900">0000-0002-6519-6900</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2026 20(2):837-847.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: Y
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  Data: 11
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Teachers%22">Junior High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Responsibility%22">Administrator Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Label: ISSN
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  Data: 2089-9823<br />2302-9277
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In education policy, principals' teaching leadership is key to improving education quality. It shapes school culture and affects various aspects of school development, including teacher job satisfaction. However, there is a limitation of empirical research on how principal instructional leadership impacts teacher job satisfaction in Northwest China, a less developed area, highlighting a critical gap in understanding local educational dynamics. Therefore, this quantitative study aims to explain the impact of instructional leadership by principals on teacher job satisfaction in junior high schools across Ningxia, China. Underpinned by a correlational design, the study specifically focuses on the relationship between principal instructional leadership and teachers' job satisfaction and the dimensions of instructional leadership that are most strongly associated with high levels of teacher job satisfaction. By analysing questionnaire responses from 372 randomly selected teachers, the research highlights that clear goal setting, effective curriculum coordination, and promoting professional development opportunities are important in improving teacher satisfaction. Interestingly, the study also shows that some commonly valued practices, such as high visibility and student progress monitoring, do not significantly influence teacher satisfaction. These findings highlight the importance of instructional leadership practices in improving teacher job satisfaction and suggest areas where school leaders can focus their efforts to enhance the overall educational environment.
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  Data: 2026
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  Data: EJ1507133
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 837
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Job Satisfaction
        Type: general
      – SubjectFull: Junior High School Teachers
        Type: general
      – SubjectFull: Leadership Styles
        Type: general
      – SubjectFull: Administrator Responsibility
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: China
        Type: general
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      – TitleFull: The Influence of Principals' Instructional Leadership on Teacher Job Satisfaction in Northwest China
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            NameFull: Han Guo
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            NameFull: Bity Salwana Alias
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            NameFull: Jamalullail Abdul Wahab
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              M: 01
              Type: published
              Y: 2026
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