The Influence of Transformational Leadership, Work-Life Balance, and Perceived Organizational Support on the Performance of Novice Teachers with the Mediating Role of Job Satisfaction in High Schools of Shenzhen City, China
DOI:
https://doi.org/10.53797/ujssh.v3i2.10.2024Keywords:
Transformational Leadership, Work-life Balance, Perceived Organizational Support, Performance of Novice TeachersAbstract
In the dynamic educational landscape of Shenzhen, China, the performance of novice teachers is influenced by various professional and personal factors. This study examines the impact of transformational leadership, work-life balance, and perceived organizational support on the performance of novice high school teachers, with job satisfaction serving as a mediating variable. Employing a quantitative research design, data were collected from 400 novice teachers across 36 high schools using structured questionnaires and analyzed using confirmatory factor analysis and path analysis. The findings reveal that transformational leadership, work-life balance, and perceived organizational support positively affect novice teacher performance, with job satisfaction significantly mediating these relationships. This research highlights the critical importance of supportive leadership, balanced work-life policies, and robust organizational support in enhancing novice teacher performance and job satisfaction, offering valuable insights for educational policymakers and leaders in Shenzhen.
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