THE IMPACT OF TRANSFORMATIONAL LEADERSHIP ON THE INTERNAL GOVERNANCE OF HIGHER EDUCATION INSTITUTIONS IN GUANGZHOU CITY
Keywords:
governance; Transformational leadership; Educational administration; Higher Education InstitutionsAbstract
The purposes of this research are to: 1) study the level of major factors affecting transformational leadership of higher education institutions in Guangzhou; 2) study the level of major factors affecting internal governance of higher education institutions in Guangzhou; 3) analyze the factors affecting transformational leadership on internal governance of higher education institutions in Guangzhou; and 4) provide recommendation of the development of internal governance of higher education institutions under transformational leadership. The population of this study was faculty members and staffs of higher education institutions in Guangzhou in China. The data were analyzed using descriptive statistics including percentage, mean, standard deviation, and multiple regression analysis. The statistical significance was set at the 0.05 level.
The research found that 1) the level of transformational leadership in higher education institutions in Guangzhou city is high. 2) the level of internal governance of higher education institutions in Guangzhou city is high. 3) transformational leadership have positive correlation with internal governance of higher education institutions in Guangzhou city and there is a statistically significant at the 0.01 level. and 4) factors of transformational leadership affecting internal governance of higher education institutions in Guangzhou city (Y) including Moral Exemplarity (X1), Leadership Charms (X2), Personalized Care (X4), Sense of Work Meaningfulness (X5), Emotional Control (X6), and Intellectual Stimulation (X7). The resulting of regression between transformational leadership and internal governance in higher education institutions in Guangzhou was:
Y=0.206+0.173*X1+0.205*X2+0.119*X4+0.17*X5+0.139*X6+0.165*X7
References
Ansell, C., & Gash, D. (2008). Collaborative governance in theory and practice. Journal of Public Administration Research and Theory, 18(4), 543-571.
Bao, Y. (2023). The mechanism of the impact of principals' transformational leadership on the innovative behavior of primary and secondary school teachers—A chain mediation model of work meaning and emotional commitment. Journal of Inner Mongolia Normal University (Educational Science Edition), (06), 45-54.
Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press.
Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage Publications.
Bourne, L., & Walker, D. H. (2006). Visualizing and mapping stakeholder influence. Management Decision, 44(8), 1495-1506.
Caldwell, B. J., et al. (2002). Leadership for organizational improvement: The role of transformational leadership in effective educational change. Educational Management Administration & Leadership, 30(2), 157-174.
Fan, H. (2022). An exploration of the restriction and supervision of the internal power operation in Chinese universities. Journal of Chongqing Normal University (Social Science Edition), (6), 41-48.
Kotter, J. P. (2012). Leading change (Xu, Z., Trans.). Beijing: China Machine Press.
Leary and Bingham. (2009). The collaborative public manager: New ideas for the twenty-first century. Georgetown University Press.
Leithwood, K., & Jantzi, D. (1999). Transformational school leadership effects: A replication. School Effectiveness and School Improvement, 10(4), 451-479.
Li, Y. (2016). Research on the optimization of internal governance structure of higher education institutions (Doctoral dissertation, Shandong University).
Liu, Y., & Yu, S. (2023). Reflection and improvement strategies on the internal governance of application-oriented universities. Research on Higher Education of Applied Technology, (2), 23-30.
Northouse, P. G. (2018). Leadership: Theory and practice. (8th ed.). Sage Publications.
Robbins, S. P., & Judge, T. A. (2013). Organizational behavior. (15th ed.). Pearson Education.
Rowley, T. J. (1997). Moving beyond dyadic ties: A network theory of stakeholder influences. Academy of Management Review, 22(4), 887-910.
Shao, Z. H., & Xie, Q. F. (2023). Reflections and practices on internal governance of schools in the new era. Chinese Journal of Education, (06), 14-18.
Shields, C. M. (2010). Transformative leadership: Working for equity in diverse contexts. In C. M. Shields (Ed.), Transformative leadership: A reader (pp. 1-14). Peter Lang.
Tang, J. (2016). A study on the model of restriction and supervision of power operation in Chinese universities. Journal of Soochow University (Educational Science Edition), (3), 23-30.
Trowler, V. (2010). Student engagement literature review. Higher Education Academy.
Tsai, W.-C., Chi, N.-W., Grandey, A. A., et al. (2012). Positive group affective tone and team creativity: Negative group affective tone and team trust as boundary conditions. Journal of Organizational Behavior, (5), 638-656.
Wang, Y., Liu, Q., & Chen, R. (2021). Comparative study on the internal governance models of Chinese and European universities. Asia Europe Journal, (2), 1-21.
Zhang, X. Z., & Xu, A. A. (2023). Analysis of future-oriented school transformational leadership. Primary and Secondary School Management, (03), 17-20.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of MCU Buddhapanya Review
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
