Collaborative Leadership and Teacher Autonomy: Drivers of School Improvement in Zhengzhou’s Vocational High Schools
DOI:
https://doi.org/10.53797/ujssh.v4i1.5.2025Keywords:
Collaborative leadership, teacher autonomy, school improvement, vocational high schools, Zhengzhou cityAbstract
As vocational high schools in Zhengzhou, China, face increasing pressure to meet local industry demands for skilled workers, enhancing school performance has become a critical goal. Collaborative leadership and teacher autonomy have been identified as key factors that could drive improvements in these schools. This study aims to investigate the influence of collaborative leadership and teacher autonomy on school improvement in Zhengzhou's vocational high schools, specifically examining how these factors interact and contribute to educational outcomes. Using a quantitative research approach, data were collected from a representative sample of 360 teachers across 25 vocational high schools in Zhengzhou, with analysis conducted through Structural Equation Modeling (SEM) to assess both direct and indirect relationships between variables. Findings indicate that collaborative leadership has a strong positive impact on school improvement, both directly and indirectly, through its effect on teacher autonomy. Teacher autonomy was also shown to have a significant positive effect on school performance, highlighting its role as a mediator in the relationship between collaborative leadership and school improvement. This study contributes to the understanding of leadership and autonomy in vocational education, suggesting that policies promoting collaborative leadership and teacher empowerment could enhance the effectiveness of vocational schools in Zhengzhou and similar urban contexts in China.
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