The Mediating Role of Teacher Commitment in the Relationship between Principal Leadership and Student Motivation in Visual Art Education in Changyi District, Jilin City

Hanwen Zhang; Bity Salwana Binti Alias

doi:10.54097/9j12an87

Authors

Hanwen Zhang
Bity Salwana Binti Alias

DOI:

https://doi.org/10.54097/9j12an87

Keywords:

Principal Leadership, Teacher Commitment, Student Motivation, Visual Art Education

Abstract

The research focuses on the impact of principal leadership on student motivation in visual art education from the Changyi District of Jilin City, moderated by teacher commitment. It examines the manner in which principal leadership, based on transformational behaviors, impacts on teacher commitment as a way of determining student motivation. Using a cross-sectional survey study design, principals, Visual Art teachers, and students filled self-administered questionnaires grounded on standardised scales. The study also confirmed the fact that there are strong positive relationships between, principal leadership, teacher commitment and student motivation. This study found out that through Structural Equation Modeling (SEM) analysis supports the argument that teacher commitment has a partial mediating effect on the effect of principal leadership on student motivation, increased teacher commitment to will ensure the necessary environment for enhancing student motivation. It extends the body of knowledge on how educational leadership impacts on the students, with reference to visual art education in particular, and posits that improving principal leadership can result into better teacher involvement – and therefore, students’ motivation and performance. Thus, the study carries considerable implications for educational leadership and teaching practice as it stresses the leadership and teacher encouragement for raising students’ achievements in art education.

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