Nexus of Educational Governance and Performance: Unraveling the Impact of Institutional Policies and Leadership Dynamics on Staff Academic Achievement in China
Abstract
This study delves into the intricate landscape of educational management, aiming to elucidate the relationships among various factors that influence staff academic performance in educational institutions in Shandong, China. The investigation encompasses governance structures, administrative flexibility, resource allocation mechanisms, teacher professional development opportunities, and parental engagement policies as independent variables. It seeks to understand how these elements collectively impact staff academic performance. Additionally, the study explores the mediating role of school transformational leadership and the moderating influence of school size, providing comprehensive insights into educational management practices and outcomes in the region. Governance structures set the stage for decision-making processes, while administrative flexibility empowers school leaders to adapt to changing circumstances. Resource allocation mechanisms determine the equitable distribution of resources, influencing teaching quality. Professional development opportunities for teachers contribute to their ongoing growth and competence. process, fostering collaborative partnerships aimed at enhancing student success.
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Aureli, S., Del Baldo, M., Lombardi, R., & Nappo, F. (2020). Nonfinancial reporting regulation and challenges in sustainability disclosure and corporate governance practices. Business Strategy and the Environment, 29(6), 2392-2403.
Bandur, A., Hamsal, M., & Furinto, A. (2022). 21st Century experiences in the development of school-based management policy and practices in Indonesia. Educational Research for Policy and Practice, 1-23.
Betlem, E., Clary, D., & Jones, M. (2019). Mentoring the mentor: Professional development through a school-university partnership. Asia-Pacific Journal of Teacher Education, 47(4), 327-346.
Bulkley, K. E., Marsh, J. A., Strunk, K. O., Harris, D. N., & Hashim, A. K. (2021). Challenging the one best system: The portfolio management model and urban school governance. Harvard Education Press.
Chen, Y. (2023). Better to give? A systematic review of prosocial spending and happiness. Scandinavian Journal of Psychology, 64(6), 838-848.
Dempsey, T., & Mestry, R. (2023). Teachers' Perceptions and Experiences of Navigating Continuing Professional Development during the COVID-19 Pandemic. Education Sciences, 13(9), 933.
Fazil, H., & Ahmad, N. (2023). Navigating Pakistan's Educational Policy Landscape in Pursuit of Sustainable Development Goal 4: A view of Stakeholders. Pakistan Languages and Humanities Review, 7(3), 510-525.
Feyzi Behnagh, R., & Yasrebi, S. (2020). An examination of constructivist educational technologies: Key affordances and conditions. British Journal of Educational Technology, 51(6), 1907-1919.
Gao, B., Zhang, N., & Chen, C. (2024). Comprehensive Evaluation of Urban Talent Ecological Environment and Diagnosis of Barrier Factors: An analysis of 16 cities in Shandong Province. Expert Systems with Applications, 123157.
Grant, K. B., & Ray, J. A. (Eds.). (2018). Home, school, and community collaboration: Culturally responsive family engagement. Sage Publications.
Guttman, D., Young, O., Jing, Y., Bramble, B., Bu, M., Chen, C., ... & Zeidan, R. (2018). Environmental governance in China: Interactions between the state and “nonstate actors”. Journal of environmental management, 220, 126-135.
Gwala, R. S., & Mashau, P. (2023). Tracing the Evolution of Agency Theory in Corporate Governance. In governance as a Catalyst for Public Sector Sustainability (pp. 260-285). IGI Global.
Hameiri, S., & Jones, L. (2018). China challenges global governance? Chinese international development finance and the AIIB. International Affairs, 94(3), 573-593.
Han, J., Zhang, Z., Liu, Z., & Gao, C. (2023). Towards Sustainability: A Quantitative Inquiry into Chinese University Students' Perceived Learner Empowerment and Innovative Behaviour. Sustainability, 15(18), 13606.
Ishimaru, A. M. (2019). From family engagement to equitable collaboration. Educational Policy, 33(2), 350-385.
Keping, Y. (2018). Governance and good governance: A new framework for political analysis. Fudan Journal of the Humanities and Social Sciences, 11, 1-8.
Li, M. (2023). Adapting legal education for the changing landscape of regional emerging economies: A dynamic framework for law majors. Journal of the Knowledge Economy, 1-30.
Li, Y. (2021). Property-led education in urbanising China: governance, financing and outcomes of public-private partnership schools (Doctoral dissertation, UNSW Sydney).
Lo, L. N. (2021). Teachers and teaching in China: A critical reflection. Policy, Teacher Education and the Quality of Teachers and Teaching, 53-73.
Lui, M., Lau, G. K., Tam, V. C., Chiu, H. M., Li, S. S., & Sin, K. F. (2020). Parents' impact on children's school performance: Marital satisfaction, parental involvement, and mental health. Journal of Child and Family Studies, 29, 1548-1560.
Maloney, S., Montero-Marin, J., & Kuyken, W. (2023). Pathways to mental well-being for graduates of mindfulness-based cognitive therapy (MBCT) and mindfulness-based stress reduction (MBSR): A mediation analysis of an RCT. Psychotherapy Research, 1-12.
Mertler, C. A., Vannatta, R. A., & LaVenia, K. N. (2021). Advanced and multivariate statistical methods: Practical application and interpretation. Routledge.
Mohammed, A. A., & AL-Abrrow, H. (2023). The impact of empowering and transformational leadership on organizational performance and innovation: the mediating role of shared leadership and moderating role of organizational culture in the Iraqi healthcare sector. International Journal of Organizational Analysis, 31(7), 3532-3552.
Mohammed, S. H., & Kinyó, L. (2020). The role of constructivism in the enhancement of social studies education. Journal of critical reviews, 7(7), 249-256.
Mohiuddin, M., Hosseini, E., Faradonbeh, S. B., & Sabokro, M. (2022). Achieving human resource management sustainability in universities. International Journal of Environmental Research and Public Health, 19(2), 928.
Nicdao, R. C. (2019). Transformational leadership and its beneficial influence on state universities. Management Research and Practice, 11(4), 53-62.
Peters, S. J. (2022). The challenges of achieving equity within public school gifted and talented programs. Gifted Child Quarterly, 66(2), 82-94.
Rannikmäe, M., Holbrook, J., & Soobard, R. (2020). Social Constructivism—Jerome Bruner. Science education in theory and practice: An introductory guide to learning theory, 259-275.
Saleem, A., Kausar, H., & Deeba, F. (2021). Social constructivism: A new paradigm in teaching and learning environment. Perennial journal of history, 2(2), 403-421.
Shodiq, M., & Mintawati, H. (2023). EDUCATION MANAGEMENT IN THE LEGAL SPECTRUM. Novateur Publications, 1-10.
Siraj, I., Kingston, D., & Neilsen-Hewett, C. (2019). The role of professional development in improving quality and supporting child outcomes in early education and care. Asia-Pacific Journal of Research in Early Childhood Education, 13(2), 49-68.
Sliwka, A., Klopsch, B., Beigel, J., & Tung, L. (2024). Transformational leadership for deeper learning: shaping innovative school practices for enhanced learning. Journal of Educational Administration, 62(1), 103-121.
Smith, L. (2022). Decision-Making Process in The Face Of Uncertainty: School District Leaders During The Pandemic (Doctoral dissertation, Franklin University).
Zajda, J., & Zajda, J. (2021). Constructivist learning theory and creating effective learning environments. Globalisation and education reforms: Creating effective learning environments, 35-50.
Zhang, M., Tian, J., Ni, H., & Fang, G. (2021). Exploring teacher leadership and the factors contributing to it: An empirical study on Chinese private higher education institutions. SAGE Open, 11(1), 21582440211002175.
Published
2024-06-01
How to Cite
ZHIPENG, Zhang; RAHMAN, Fadzilah Abd.
Nexus of Educational Governance and Performance: Unraveling the Impact of Institutional Policies and Leadership Dynamics on Staff Academic Achievement in China.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 2, p. 280-291, june 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/26508>. Date accessed: 13 july 2025.
Section
English Section
