The Impact of Paternalistic Leadership on Work Engagement among in-service Calligraphy Teachers in Selected Primary School in Hebei, China
DOI:
https://doi.org/10.53797/ujssh.v4i2.15.2025Keywords:
Paternalistic leadership, work engagement, calligraphy teachers, primary education, quantitative researchAbstract
This quantitative study examines the impact of paternalistic leadership (PL) on work engagement (WE) among in-service calligraphy teachers in selected primary schools in Hebei, China. Data were collected via the WJX platform, with 404 valid responses analyzed using SPSS and. A multiple linear regression analysis was conducted to assess whether paternalistic leadership (PL) comprising authoritarian leadership (AL), moral leadership (ML), and benevolent leadership (BL) significantly predicts work engagement (WE). The results indicate that paternalistic leadership does not exert a direct significant effect on work engagement. However, the possibility of indirect effects through mediating or moderating variables remains open for future investigation. These findings contribute to the literature on educational leadership and suggest the need for further research incorporating additional variables to elucidate the nuanced relationship between paternalistic leadership (PL) and teacher work engagement (WE). The study offers practical implications for school administrators and policymakers seeking to enhance teacher motivation and performance in educational settings.
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