Abstract

This study aimed to investigate the impact of leadership style on teachers’ job satisfaction with interpersonal relationships as the mediator. 522 teachers from rural schools in five provinces of China were included in this study, with the questionnaire serving as the research instrument. Partial least squares structural equation modeling (PLS-SEM) is utilized for model validation and hypothesis testing. The results showed that all leadership styles can significantly affect job satisfaction, with the exception of transformational leadership, which cannot directly affect job satisfaction. Transformational leadership can indirectly affect job satisfaction through teachers’ trust in principals. Regarding interpersonal relationships, while teacher cooperation and trust in principals significantly influenced job satisfaction, trust in principals was obviously the more influential. While all the leadership styles influenced principals’ trust significantly, only instructional and moral leadership can significantly influence teacher collaboration. Under Confucian cultural influence, leadership styles, and interpersonal relationships in Chinese schools are quite different from those in other countries. Applying effective leadership styles to build and maintain trust and foster collaboration among teachers is critical to school administration and development.

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