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How school leadership influences Chinese students’ reading literacy: A test of the rational, emotions, and organizational paths in rural schools

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  • Zhu, Haixue
  • Li, Ling
  • Li, Hui

Abstract

This study aims to examine the mediating effects of the Rational, Emotions, and Organizational paths in the relationship between School Leadership (SL) and students Reading Leadership (RL) in Chinese rural schools. Altogether 1223 Grade 9 students (576 boys and 647 girls) and their principals from 34 secondary schools in rural China were recruited and surveyed, and their RL was evaluated using the PISA Reading test. The results indicated that: (1) the direct effect of SL on RA was significant; (2) SL significantly influenced RL through the Emotions, and Organizational paths, whereas the Rational path was not significant; and (3) Use of Instructional Time (UIT), Teacher Trust in Others (TTO), Safe and Orderly Environment (SOE), and Collaborative Cultures (CC) were found the significant mediators intervening the effects of SL on RL.

Suggested Citation

  • Zhu, Haixue & Li, Ling & Li, Hui, 2020. "How school leadership influences Chinese students’ reading literacy: A test of the rational, emotions, and organizational paths in rural schools," Children and Youth Services Review, Elsevier, vol. 119(C).
    • Handle: RePEc:eee:cysrev:v:119:y:2020:i:c:s0190740920313402
    DOI: 10.1016/j.childyouth.2020.105534
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    References listed on IDEAS

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    1. Li, Ling & Chen, Xu & Li, Hui, 2020. "Bullying victimization, school belonging, academic engagement and achievement in adolescents in rural China: A serial mediation model," Children and Youth Services Review, Elsevier, vol. 113(C).
    2. Jian Zhang & Songqing Jin & Maximo Torero & Tao Li, 2018. "Teachers and Urban-Rural Gaps in Educational Outcomes," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 100(4), pages 1207-1223.
    3. Roxanne M. Mitchell & C. John Tarter, 2016. "A Path Analysis of the Effects of Principal Professional Orientation towards Leadership, Professional Teacher Behavior, and School Academic Optimism on School Reading Achievement," Societies, MDPI, vol. 6(1), pages 1-11, February.
    4. Jingping Sun & Kenneth Leithwood, 2015. "Leadership Effects on Student Learning Mediated by Teacher Emotions," Societies, MDPI, vol. 5(3), pages 1-17, June.
    5. Li, Ling & Chen, Xu & Wu, Dandan & Li, Hui, 2020. "Effects of attending preschool on adolescents’ reading literacy: Evidence from the ethnic minority children in China," Children and Youth Services Review, Elsevier, vol. 116(C).
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