CLASSROOM TRANSFORMATIONAL LEADERSHIP PRACTICES ON VOCATIONAL STUDENTS' ACADEMIC MOTIVATION

Authors

  • Guodong Cai Emilio Aguinaldo College, Manila, Philippines

DOI:

https://doi.org/10.55014/pij.v7i1.508

Keywords:

transformational leadership, motivation, vocational education

Abstract

With the strategic expansion of vocational education in China, enhancing student motivation is imperative yet challenging. This mixed methods study investigates how vocational college administrators’ leadership styles correlate to student motivation. Surveying 370 students across 7 colleges in Shandong Province revealed moderate transformational leadership positively predicted intrinsic motivation and negatively predicted amotivation, while showing negligible association with controlled extrinsic motivations. Interviews with 15 students and 7 administrators offered qualitative insights into leadership’s motivational impact. Although moderately transformational overall, administrators lacking strategic vision and overemphasizing skills dampened engagement. Students desired more inspiration, participation, and individualized support. Findings suggest extending transformational leadership development in vocational colleges to foster internalized motivation. This study provides empirical evidence and guidance to enhance leadership strategies for motivating China’s emerging generation of vocationally-trained talent.

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Published

2024-02-15
CITATION
DOI: 10.55014/pij.v7i1.508
Published: 2024-02-15

How to Cite

Cai, G. (2024). CLASSROOM TRANSFORMATIONAL LEADERSHIP PRACTICES ON VOCATIONAL STUDENTS’ ACADEMIC MOTIVATION. Pacific International Journal, 7(1), 44–51. https://doi.org/10.55014/pij.v7i1.508

Issue

Section

Regular