Task-Oriented Leadership, Teacher Satisfaction, and School Effectiveness Of Vocational Institutions In China

Abstract  – This study explored the relationship between task-oriented leadership, teacher satisfaction, and school effectiveness in vocational institutions in China, specifically in three vocational institutes in Shaanxi Province. The research investigated how leadership practices such as goal clarity, task allocation, and resource management influenced teacher satisfaction and school performance. Using a descriptive research method, data were collected from 425 faculty members through a survey designed to measure their perceptions of leadership, satisfaction, and institutional effectiveness. Results indicated that task-oriented leadership positively impacted teacher satisfaction by fostering a structured and supportive work environment. This, in turn, enhanced school effectiveness, as satisfied teachers were more likely to be motivated and productive. Additionally, the study highlighted the importance of transparent leadership communication, equitable task distribution, and professional development opportunities in promoting a positive educational climate. However, areas for improvement included better motivational communication and flexibility in task management. The findings suggested that strengthening task-oriented leadership practices could significantly improve teacher satisfaction and school performance. This research contributed to the growing body of literature on educational leadership in vocational institutions and offered practical recommendations for institutional leaders to enhance their management strategies. By addressing these key areas, vocational institutions in China could better meet the demands of modern education and workforce development.

Keywords – Task-oriented leadership, teacher satisfaction, school effectiveness, vocational education, leadership communication, professional development

https://doi.org/10.70979/XOSS9524