Online Organizational Leadership and Teacher Satisfaction in Higher Vocational College in China During Pandemic

Abstract

Grounded in the Online Adaptability Theory, this research examines how leaders' adaptability to the online learning environment influences teacher satisfaction during crises. It emphasizes adaptability in utilizing online tools, supporting pedagogical adaptation, promoting communication, and fostering an inclusive virtual community. The findings reveal that school leaders excelled in project management, conflict resolution, and digital record management. Teacher-respondents expressed satisfaction with these skills, highlighting school leaders' vital role in creating a conducive learning environment. Demographics had limited impact, except for digital record management. The study underscores the need for continuous leadership development, especially in areas with perceived room for improvement. It identifies a significant positive correlation between school leaders' online organizational skills and teacher job satisfaction, emphasizing their crucial role in boosting teacher morale during the pandemic.