ISSN: 2582-7065 (Online) SAJSSH, VOL 5, ISSUE 1, PP.

238-264

Ensuring Teacher’s Job Satisfaction Through Distributed and

Instructional Leadership of Chinese School Principals: Mediating
Role of Reward, Motivation and Effectiveness
Zhao Xin1 & Suhaidah Binti Tahir2

1
Faculty of Education & Liberal Sciences, City University Malaysia, Malaysia.
2
Faculty of Education & Liberal Sciences, City University Malaysia, Malaysia.
Corresponding Author: Zhao Xin, Email: zhaoluyue54321@[Link]

Received: 14th November 2023 Accepted: 7th January 2024 Published: 4th February 2024

ABSTRACT

Teacher performance and satisfaction is influenced through the organizational environment. Thus,
this study explores the effectiveness of leadership styles in promoting teacher satisfaction, namely
instructional leadership, and distributed leadership. The direct effects of instructional and
distributed leadership on teacher’s job satisfaction along with the indirect effects through the
mediation of reward, motivation and effectiveness were studied. The data was collected from 342
teachers employed in secondary schools of China, and the overall association among the factors
was studied through the application of PLS-SEM. The findings of the study have indicated that
instructional and distributed leadership styles are effective for curating the job satisfaction of
teachers. Moreover, rewards, motivation, and job effectiveness were found to significantly mediate
the association between leadership styles and job satisfaction. The results of the research study
offer crucial implications for educational policies by demonstrating how job satisfaction among
teachers can be enhanced through the implementation of appropriate leadership styles,
emphasizing on reward, motivation, and effectiveness. The study suggests that development of
teacher-focused policies and effective remuneration plans will lead towards satisfaction and
therefore effective performance in the future.
Keywords: Instructional leadership, Distributed leadership, Job Satisfaction, Reward, Motivation,
Teachers

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1. INTRODUCTION

Leadership style is one of the crucial aspects in determining the satisfaction and performance of
the employees in any organization. Due to the constant changes in a social, economic, and
technological environment, the leadership is becoming an essential attribute of the institutional
management (Garbin Praničević et al., 2018). Leadership performs the influencing function of
management and effectively controls the behavior of the employees resultantly marking their
improved performance. Leadership styles have been facing numerous challenges in the academic
organizations due to the distinct nature of educational curriculum, departments and teams, work
environment, and the administrative policies (Anastasiou & Garametsi, 2021). As performance
and efficiency are dependent on the well-being of school staff, different leadership styles play
different roles in regulating employees' experience. In academic or professional settings,
distributed leadership is highly emphasized by the researchers. It is highlighted by Torres (2019)
that the distributed leadership fosters the professional collaboration that positively impacts the
satisfaction and performance of the teachers. Moreover, it involves different stakeholders and
reflects diverse behaviors which make every involved actor accountable for regulating an
influence. Instructional leadership in the same way exerts a strong influence on the behaviors and
work ethics of the employees. As indicated by Wahab et al. (2020), the instructional leadership
practices of headmaster positively impact the performance of the teachers. However, the level of
performance is dependent on the level of instructional leadership behavior. The ministry of
education therefore stresses the adoption of appropriate leadership styles in order to effectively
manage the performance of staff.

There is an important issue in workplace related to the behavior and attitude of the staff. As the
schools are learning organizations and build on the idea of learning, mutual cooperation, and
empathetic behaviors. In such cases, poor authoritative behavior and leadership practices trigger
job dissatisfaction and negatively impact the performance of staff (Makgato & Mudzanani, 2019).
As school leadership is fundamental in achieving desired learning and teaching objectives, the
poor choice of leadership styles pushes the working staff to demonstrate negative behaviors that
as a result impact the learning of students. Moreover, it is also emphasized that leadership styles
control occupational perception. The poor leadership through negative occupational perception
thus transforms the teacher’s behaviors in a negative way (Abu Nasra & Arar, 2020). The overall

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school performance and reputation are therefore dependent on the organizational leadership
behavior towards their working staff (Sunarsi et al., 2020).

The professional learning community in secondary schools of China is witnessing multiple

administrative and supervision issues. Even though the school leaders demonstrated strong
leadership behavior and construct workplace suitable for their employees, the issues are arising
related to the mutual trust, administrative support, and emotional bonds between school leadership
and teachers (Wang, 2018). Previous literature established a strong conception of the challenges
regarding professional leadership and school-based communities’ behavior. The study by Liu and
Hallinger (2018) highlighted that the principal time management skills and efficacy are the major
antecedent behavior teacher positive behaviors in schools of China. School-based leadership
directly impacts the teacher’s learning practices leading to healthy workplace learning. The study
by Zheng et al. (2019) identified a strong relationship between leadership behaviors and self-
efficacy of the teachers. It is proven that the collaborative activities and the instructional leadership
have a strong impact on the teaching practices of staff. It is argued by the Hartinah et al. (2020)
that principles’ leadership and the work environment is the biggest motivation behind teacher
efficiency and improved working. Despite the presence of abundant literature on the leadership
behaviors and teachers’ performance, the scarcity of literature in context of China’s secondary
schools demands novel investigation of the matter. The paper aims to fill the research gaps by
examining the significance of distributed and instructional leadership of school’s principals on the
performance of secondary school teachers in China. The mediating of reward, motivation, and
effectiveness is also examined in association between principal’s leadership and teacher’s
performance. The findings of the study have vast implications as it provides empirical evidence
that facilitates the understanding of leadership challenges and the respective solutions to improve
leadership practices and teacher’s performance.

2. Literature Review

2.1 Theoretical Background

To develop the association among variables selected in this study, Path-Goal theory of leadership
(House, 1996) has been utilized. It is one of the most comprehensive and sophisticated theories
that highlights the role of leaders in the development of efficient employee behavior. The features
of respective theory state that leaders and their behavior provide necessary support and direction
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to subordinates which helps them to achieve organizational goals. The stated goal of this theory is
to enhance the performance of employees and increase their satisfaction by focusing on certain
aspects like motivation (Malik, 2013). In this accordance, the respective theory highlights the
different behavior of leaders to understand performance-to-outcome probabilities. The most
effective leader ensure the provision of valued rewards to his subordinates to achieve their goals.
Saleem et al. (2020) highlight that path-goal theory basically consisted of four styles of leadership
i.e., supportive, directive, achievement orientated and participative. These leadership styles are
efficient in a working environment and provide support to enhance performance of employees to
assist the achievement of their goals. In light of the notions provided by this theory, this study
tends to analyze the association of Instructional leadership and distributed leadership with job
satisfaction of teachers and how motivation, reward and effectiveness enhance this association.

2.2 Instructional leadership and teacher’s job satisfaction

Instructional leadership refers to principal’s behaviors that are directed to improve the conduct and
performance of teachers in the schools. Following instructional leadership, principals evaluates the
performance of the teachers based on vision and goal of school and improve their Instructional
strategies to enhance teachers’ performance (Liu et al., 2021). The majority of studies in the
existing literature have identified significant impact of Instructional leadership on job performance
and job satisfaction of teachers. The studies of Cansoy (2019) conducted a systematic review to
examine the association between Instructional leadership of school principle and job satisfaction
of teachers. The findings of the study highlight that the instructional leadership of principals has a
stronger linkage with job satisfaction of teachers. The results further revealed that transformational
leadership is more efficient predictor of teachers’ job satisfaction as compared to instructional
leadership. Zahed-Babelan et al. (2019) indicate that there is no direct impact of instructional
leadership on work engagement of teachers however, through other variables like job
characteristics and teacher empowerment this leadership style impacts job satisfaction of teachers.
Maheshwari (2022) also emphasize that instructional leadership matters as it exerts direct impact
on performance and satisfaction of teachers. In this accordance, the first hypothesis of this study
states:

H1: Instructional leadership significantly impacts job satisfaction of teachers.

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2.3 Distributed leadership and teacher’s job satisfaction

Distributed leadership relies on collective activities of school members that creates a high level of
ownership. From the perspective of distributed leadership, communication patterns among
employees/teachers are necessary that promotes the participation of them in decision-making and
achieving the prime goal of institute (Kılınç & Özdemir, 2022). Within the context of schools,
distributed leadership is significantly promoting as institutes are considered as complex to be ruled
by single leader (Karakose et al., 2022). The existing research studies on the respective topic
indicate that teachers are unable to fulfill their responsibilities without appropriate support. The
involvement of them in important matters followed by distributed leadership enhance their
confidence which is an important predictor of job satisfaction. Amzat et al. (2022) bring forth that
distributed leadership plays a significant role in establishing a sustainable learning community and
formulates efficient relationships in this community. In addition, this leadership style plays an
important role in the professional development of teachers which in turn boosts their job
satisfaction. Likewise, Jakobsen et al. (2023) also indicate that distributed leadership strengthens
the service system in an organization and support subordinates, thereby, it enhance their job
satisfaction. In this accordance, the second hypothesis of this study states that:

H2: Distributed leadership significantly impacts job satisfaction of teachers.

2.4 Mediating role of Motivation

Job satisfaction is significantly influenced by work motivation which is remarkably linked with
leadership styles as well. Sirait et al. (2022) believe that motivation is a process of influence in
which leaders provide encouragement to subordinates to actively participate and fulfill
organizational roles. Nurbaeti (2022) states that efficient leadership enhances the motivation of the
employees and improves knowledge and satisfaction of them. Many educational institutions
improve the performance of their staff by providing motivation, which also increases their job
satisfaction. Motivation, in this accordance, also strengthens the bond between leadership and job
satisfaction. Iskandar et al. (2023) indicate that the level of teacher’s professionalism and
performance is dependent on motivation which implies that motivation guides leaders and
encourage teachers to do their jobs. Hasibuan (2022) brings forth that leadership of principal
(especially instructional) along with motivation presents a strong association with job satisfaction
of teachers. Birhasani and Sulaiman (2022) also bring forth that there is a direct and significant
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correlation exist among instructional leadership, job satisfaction and motivation. Accordingly, the
third hypothesis of this study states that:

H3: Motivation plays a significant mediating role in the association of instructional leadership
and teachers’ job satisfaction.

Bektaş et al. (2022) state that distributed leadership has significant impact on teachers’
performance and work motivation remarkably mediates this association. It implies that within an
organizational context, motivation is a key factor that influences the behavior of teachers and
boosts their satisfaction. The study of Jambo and Hongde (2020) observe the impact of this
phenomenon on students’ achievement as well and brings forth that with undeniable leadership of
principal and work motivation of teachers the academic achievement of students has increased. It
implies that efficient leadership along with motivation not only enhances the job satisfaction of
teachers but significantly impacts the performance of students as well. Likewise, Joo (2020) states
that internal aspects of institutes (motivation) strengthen the bond between distributed leadership
and teachers’ professionalism and job satisfaction. Therefore, it is evident that distributed
leadership in presence of motivation can have notable capability to enhance job satisfaction of
teachers. Accordingly, the fourth hypothesis of this study states that:

H4: Motivation plays a significant mediating role in the association of distributed leadership
and teachers’ job satisfaction.

2.5 Mediating role of Rewards

Instructional leadership is significant form of supervision which in view of Hidayat et al. (2018),
foster work motivation to enhance job performance. This association is boosted by rewards that
completely or partially impacts the performance and satisfaction of teachers. Nasution (2018) state
that improvement in teacher’s performance and job satisfaction requires the aspects in which the
respective phenomenon can be efficiently grow. The results of the study indicate that there is a
direct and significant impact of incentive reward on performance of teachers which is also
significantly linked with leadership styles of school principals. Similar to it, Francisco (2019)
brings forth that contingency rewards enhance the self-efficacy of teachers which is significant
predictor of job satisfaction. The study further highlights that if school principals nurture their
leadership skills this association can be further enhanced. With instructional leadership of

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principals, the power, guidance and support has remarkably empower the job satisfaction of
teachers (Hallinger et al., 2020), thus, if with support and guidance rewards are also given a
significant level of job satisfaction in teachers can be achieved. Therefore, on these bases, the fifth
hypothesis of this study states that:

H5: Rewards play a significant mediating role in the association of instructional leadership and
teachers’ job satisfaction.

Distributed leadership extends the status of leadership and invites multiple opinions which increase
the self-efficacy of teachers and become significant predictor of job satisfaction (Samancioglu et
al., 2020). Along with it, Tirta and Enrika (2020) brings forth that reward and recognition are
essential aspects to improve the job satisfaction of employees. The notions of self-determination
theory and motivation theory supports this aspect that with efficient leadership in form of
collaboration like distributed leadership elements of rewards and recognition can have remarkable
capability to enhance job satisfaction. The study of Kumari et al. (2021) found that the association
between reward and job performance is dependent on job satisfaction. The strategy of reward thus
can be efficiently used by principals to not only boost performance of teachers but also to enhance
their job satisfaction. The results of Baqir et al. (2020) also indicate that support and leadership of
supervisor with reward and recognition can engage the employees in efficient performance.
Accordingly, distributed leadership boosts the confidence of teachers and increases their job
satisfaction while rewards help them to engross in more efficient presentation of their skills which
boost the former linkage. Therefore, the sixth hypothesis of this study states that:

H6: Rewards play a significant mediating role in the association of distributed leadership and
teachers’ job satisfaction.

2.6 Mediating role of Effectiveness

Effectiveness is linked with idealized influence which has important linkage with employees’
satisfaction and performance. Leadership has also significant association with personal
effectiveness as highlighted by Misra and Srivastava (2018) who identifies that leadership enhance
the effectiveness of employees. Bellibaş et al. (2022) bring forth that instructional leadership has
significant impact on learning and performance effectiveness as it develops a positive working
climate and encourage professional development within the institutional community. The efficient

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formulation of working community along with the personal effectiveness can have the capability
to generate such working circumstances which formulates the long-term job satisfaction of
teachers. In this accordance, the role played by effectiveness in boosting the association between
instructional leadership and job satisfaction cannot be neglected. Davis and Boudreaux (2019)
highlight that following instructional leadership by school principal impact the behavior of
teachers and motivates them to efficiently communicate their perspectives and beliefs. This
behavior is a strong predictor of job satisfaction which in the presence of effectiveness becomes
more strengthened. On the basis of these evidence, the seventh hypothesis of this study can be
stated as:

H7: Effectiveness plays a significant mediating role in the association of Instructional

leadership and teacher’s job satisfaction.

Distributed leadership is a significant contributor to effectiveness in terms of professional

networking within the context of educational institutions. The respective style of leadership, in this
accordance, promotes collaboration and promotes significant effectiveness of working staff in a
school (Azorín et al., 2020). The impact of distributed leadership on job satisfaction is proven by
majority of studies which can be further enhanced by personal effectiveness. Lopes and Oliveira
(2020) indicate that effectiveness particularly in context of schools is an important determinant of
achievement for students and teachers. The variables associated with effectiveness are significant
predictors of teacher’s job satisfaction. In addition, Hickey et al. (2022) state that distributed
leadership enhance shared decision and collective engagement which is necessary to improve work
performance and job satisfaction. It also suggests that collective engagement influenced by
distributed leadership in presence of effectiveness can have more capability to impact job
satisfaction of teachers. This evidence has led to the formulation of eighth and last hypothesis of
this study which states that:

H8: Effectiveness plays a significant mediating role in the association of distributed leadership
and teacher’s job satisfaction.

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Motivation

Instructed leadership.

Rewards Teacher Job

Distributed leadership Satisfaction

Effectiveness

Figure 2.1: Conceptual Framework

3. METHODOLOGY

3.1. Target population

This study formulated its aim to investigate the contribution of different job and management-
related constructs in defining the job satisfaction of the teachers. So, it becomes clear from the aim
that the study has grounded its strategy of data collection on the educational and the target
population of the study were the teachers. In addition to the target population, the researcher has
specifically targeted the schoolteachers within the context of China. Further, it is evident that the
target population has an unknown size, so the researcher has to go through some specific sampling
techniques. In this domain, the researcher used the non-purposive sampling technique and
specifically targeted the teachers at the schools and omitted or ignored other staff in the school
during data collection. The study defined a specific number of sample sizes that can effectively
represent the empirical model. The researcher assumed a sample size of 260 based on the item
response theory.

3.2. Data Collection Method

To achieve the desired number of mentioned sample sizes, the researcher used a physical self-
administered data collection approach and distributed 400 questionnaires for filled responses. The
researcher avoided using the online survey method as it has a very low response rate. In return,
after gaining a sufficient number of responses, the researcher evaluated the response sheet and
removed the ineffective responses that had missing values or blank responses. After which the
researcher was empowered with a total of 285 valid responses.
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3.3. Measurement of the Measures

To gather the respondents’ viewpoints, the researcher designed the survey tool for data collection.
The questionnaire was designed in different sections; however, the main body of the questionnaire
was comprised of the scale items identified from valid literature sources. The researcher has
attached all the brief information on the number of items adopted in the following table. All the
items or statements for measuring variables were evaluated using a 5-point Likert scale which has
a range from 1 to 5.

Table 3.1: The measurement of the variables

Variable No of items used References
Instructed leadership. 3 (Bellibas & Liu, 2018)

Distributed leadership 3 (Bellibas & Liu, 2018)

Motivation 4 (Torbergsen et al., 2023)

Rewards 10 (Chantal et al., 2022)

Job Effectiveness 4 (Gashi et al., 2022)

Teacher Job Satisfaction 2 (Pinnington et al., 2023)

4. ANALYSIS AND RESULTS

4.1. Reliability Analysis

In order to evaluate the reliability of the dataset utilized in the research, the investigator performed
a Cronbach alpha reliability analysis. Cronbach alpha threshold value is 0.7 (Taber, 2018). The
metric is utilized to evaluate the dependability of a multitude of constructs. The methodology
involves the application of the "test-retest method," in which an identical examination is conducted
on two distinct occasions; the outcomes are then compared. The results indicate a considerable
degree of effectiveness and reliability. The utilization of the Cronbach Alpha coefficient (α) is
employed in order to evaluate the reliability of variables. Nevertheless, t Cronbach alpha

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demonstrated restricted efficacy in precisely ascertaining reliability. Consequently, composite

reliability was subsequently proposed as a method for determining true reliability. Composite
dependability denotes the amalgamation of the dependability of numerous objects that possess
commonalities. Construct representation, as it pertains to structural equation modeling (SEM),
denotes the extent to which the model effectively represents the sets of constructs in connection
with the supplied latent variables. Based on the data provided in Table 4.10, it is evident that the
composite reliability index and α values exceed the critical value of 0.7, signifying that all variables
exhibit satisfactory reliability. This provides evidence of the model under investigation's
dependability. In addition, scholarly investigations have utilized metrics including "average
variance extracted" and "composite reliability" to evaluate convergent validity. As stated by Azlis-
Sani et al. (2013), it is advisable for the CR value to surpass 0.5 and the AVE value to surpass 0.7.
All alpha values are greater than 0.7, CR values exceed 0.7, and AVE values surpass 0.5, according
to the findings.

Table 4.1: Reliability Analysis

Composite Average
Cronbach's Composite reliability variance
alpha reliability (rho_a) (rho_c) extracted (AVE)
DL 0.877 0.878 0.924 0.802
EFFE 0.907 0.907 0.935 0.782
IL 0.87 0.872 0.92 0.793
JS 0.938 0.941 0.95 0.73
MOT 0.887 0.892 0.922 0.747
RWD 0.973 0.973 0.977 0.809
Note: “IL= Instructional leadership, DL= Distributed leadership, JS= Job Satisfaction, RWD=
Reward, MOT= Motivation, EFFE= Effectiveness.”

4.2. Validity Analysis

The discriminant validity was evaluated in this study utilizing the Fornell and Larcker criterion. It
is generally acknowledged that employing this criterion is a common practice when evaluating the
discriminant validity of the measurement model utilized in the research. Discriminant validity is
established, according to the findings of Shiu et al. (2011), when the latent variables in the study

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explain a greater proportion of the variance in their respective indicator variables than the variance
provided by other constructs in the study's model. In accordance with the criterion that was chosen,
the results shown in Table 4.2 demonstrate that the investigation possesses discriminant validity.

Table 4.2: Validity Analysis

DL EFFE IL JS MOT RWD

DL 0.896
EFFE 0.582 0.884
IL 0.477 0.468 0.891
JS 0.593 0.361 0.517 0.854
MOT 0.7 0.592 0.477 0.558 0.864
RWD 0.523 0.435 0.903 0.55 0.526 0.899
Note: “IL= Instructional leadership, DL= Distributed leadership, JS= Job Satisfaction, RWD=
Reward, MOT= Motivation, EFFE= Effectiveness.”

4.3. HTMT Analysis

HTMT criterion is the latest approach to confirm the presence of discriminant validity in the study.
The results displayed in table 4.3 show that discriminant validity exists in the collected statistical
data set of the study.

Table 4.3: HTMT Criterion

DL EFFE IL JS MOT RWD

DL
EFFE 0.651
IL 0.546 0.525
JS 0.649 0.386 0.568
MOT 0.789 0.657 0.537 0.606
RWD 0.565 0.462 0.978 0.569 0.563
Note: “IL= Instructional leadership, DL= Distributed leadership, JS= Job Satisfaction, RWD=
Reward, MOT= Motivation, EFFE= Effectiveness.”

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4.3. Outer Loadings

When employing structural equation modeling (SEM), it is critical to conduct an examination of

the variables' outer loadings. Researchers benefit from the evaluation of factor loading values for
the items comprising the measuring instruments employed to assess the constructs under
investigation. Kamis et al. (2020) state that the factor demonstrates a significant value exceeding
0.6. The resultant peripheral loadings are displayed in Table 4.3s. EE is measured with 10 items,
EI is analyzed with 6 items, EM is examined with 3 items, GEB is measured with 5 items and UES
is analyzed with 3 items. The factors below 0.6 have been eliminated such as UES1.

Table 4.3: Outer loadings

DL EFFE IL JS MOT RWD

DL1 0.886
DL2 0.924
DL3 0.877
EFF1 0.866
EFF2 0.886
EFF3 0.895
EFF4 0.891
IL1 0.888
IL2 0.892
IL3 0.891
JS1 0.83
JS2 0.859
JS3 0.854
JS4 0.855
JS5 0.864
JS6 0.858
JS7 0.86
MOT1 0.853
MOT2 0.891
MOT3 0.861

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MOT4 0.851
RWD1 0.83
RWD10 0.9
RWD2 0.819
RWD3 0.936
RWD4 0.922
RWD5 0.91
RWD6 0.93
RWD7 0.899
RWD8 0.914
RWD9 0.925
Note: “IL= Instructional leadership, DL= Distributed leadership, JS= Job Satisfaction, RWD=
Reward, MOT= Motivation, EFFE= Effectiveness.”

Figure 4.1: Measurement Model

4.4. R-square

The coefficient of determination, represented symbolically as R² or R-Squared, is a statistical

measure utilized in regression analysis to evaluate the degree to which the variability observed in
the dependent variable can be explained by the independent variable. To put it simply, the
coefficient of determination, also known as r-squared, is a metric that assesses the fit of the

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regression model by quantifying the extent to which the observed data correspond to the model.
The result of r-square has shown that there is a variance of 38.5%, 45.7%, 51.6% and 82.6% is the
study’s dataset.

Table 4.4: R-square

R-square R-square adjusted
EFFE 0.385 0.381
JS 0.457 0.449
MOT 0.516 0.513
RWD 0.827 0.826

4.5. Model Fitness

In the study, researchers applied different indicators to measure the model fitness, the results have
shown model of study is a good fit.

Table 4.5: Model fitness

Saturated model Estimated model
SRMR 0.052 0.057
d_ULS 1.32 1.594
d_G 0.9 0.925
Chi-square 1732.913 1765.829
NFI 0.849 0.846

4.5. Hypotheses Testing

The present investigation utilized structural equation modeling to scrutinize the hypotheses that
were formulated and described in Chapter 2. The utilization of this methodology is justified by its
practicality and proven effectiveness in investigating the relationships between the observable
variables in question.

The results concerning the study's hypothesis are displayed in Table 4.5. Hypotheses that obtained
p-values below 0.01, 0.05, and 0.10 were determined to be supported. The research findings
indicate that there is a significant relationship between DL and JS, as supported by a p-value of 0.

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Furthermore, it was found that IL significantly influenced JS, as indicated by a p-value of 0.06. In
addition, the analysis revealed RWD mediates the relationship between IL and JS (p = 0.03) and
EFFE significantly mediates the relationship between IL and JS (p = 0.05). Moreover, the current
investigation has assessed the mediating role of RWD between DL and JS (p = 0.07). Mediation
of MOT is significant between DL and JS (p = 0.007), the mediation of EFFE was accepted
between DL and JS (p = 0.04), and the mediation of MOT was significant between IL and JS (p =
0.01).

Table 4.5: Direct effects

Standard T statistics
Original Sample deviation (|O/STDEV
sample (O) mean (M) (STDEV) |) P values
DL -> JS 0.342 0.341 0.081 4.226 0
IL -> JS 0.146 0.149 0.079 1.859 0.063
IL -> RWD -> JS 0.142 0.139 0.068 2.099 0.036
IL -> EFFE -> JS -0.028 -0.028 0.015 1.908 0.057
DL -> RWD -> JS 0.02 0.02 0.011 1.77 0.077
DL -> MOT -> JS 0.14 0.142 0.052 2.675 0.007
DL -> EFFE -> JS -0.054 -0.054 0.027 2.022 0.043
IL -> MOT -> JS 0.042 0.041 0.017 2.45 0.014
Note: “IL= Instructional leadership, DL= Distributed leadership, JS= Job Satisfaction, RWD=
Reward, MOT= Motivation, EFFE= Effectiveness.”

5. DISCUSSION

The results proved the first hypothetical assumption indicating a strong influence of instructional
leadership on the job satisfaction of teachers. The results are consistent with the findings of
previous studies (Cansoy & Parlar, 2018; Sebastian et al., 2019). The researcher confirmed the
relationship between the two by highlighting that the principal’s leadership behavior positively
impacts the performance of the teachers. Instructional leadership facilitates the development of a
working environment that collectively strives to achieve the vision and goals of the academic
institute. Instructional constructive behavior is therefore the strong determinant of teacher’s
satisfaction and performance. The results also confirmed the relationship between distributed
leadership and teacher’s satisfaction. The results are also supported by previous studies as García

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Torres (2018) highlighted that the distributed leadership is a strong predictor of the teacher’s work
behavior and professional attitude. By influencing the teacher’s behaviors, it determines the
performance and satisfaction level of the teachers. A similar study by Kilicoglu (2018) also
confirmed that the teacher’s perception of distributed leadership impacts the professional behavior
of staff. In a school setting, distributed leadership is perceived as support and supervision. The
assurance of these two factors in maintaining principal-staff relationship decides the job perception
and satisfaction of the staff.

The mediating role of motivation is observed in the relationship between instructional, distributed
leadership, and teacher’s job satisfaction. The results proved the mediation between instructional
leadership and job satisfaction. The results are supported by past studies (Birhasani & Sulaiman,
2022; Naz & Rashid, 2021). It is proven that the motivation provided by the authoritative figures
plays a significant role in encouraging staff to show positive and constructive behaviors. The
display of positive behaviors thus improves their reputation, performance, and subsequently their
job satisfaction. Through provoking motivation, the leaders can influence, inspire, and instruct at
the same time leading to an efficient organizational culture fostering positivity, mutual trust,
positive job perception and job satisfaction. Mediation has also proved significant in the
relationship between distributed leadership and job satisfaction. The results proved that distributed
leadership has remarkable influence on the behavior of teachers. The achievements that can be
assured through collaborative leadership and work motivation are the mark of teacher’s positive
professional attitude and satisfied performance. As the distributive leadership emphasizes on the
interconnectivity and makes every individual in the working environment, the inclusiveness along
with the motivation provided by the supervisory authorities influence the teacher’s behaviors and
enhances job satisfaction (Bektaş et al., 2022).

According to the results, reward plays a strong mediating role in the relationship between
instructional leadership and job satisfaction. The results are supported by previous findings
(Andriani et al., 2018; Hartinah et al., 2020). The researchers confirmed that instructional
leadership is effective when there is fair performance appraisal and proper reward system. Without
these factors, the instructional behaviors merely become authoritative leadership that triggers
negative behaviors and compels the employees to resist the authority and supervision. The conflict
between the authority and staff thus results in a negative work environment that triggers the

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dissatisfaction of the faculty members. The reward according to the performance of the teachers
enhances their motivation, work perception and job satisfaction. The results also proved the
mediation between distributed leadership and job satisfaction. The results are consistent with the
previous findings (Holloway et al., 2018; Shava & Tlou, 2018) highlighting that the distributed
leadership let the staff grow in a progressive manner. The incentives and awards thus act as
catalysts in regulating positive behavior. The reward in this way positively shapes the perception
of the teachers and empowers them to show their potential which in result leads them to have
enhanced job satisfaction.

Lastly, the mediation of effectiveness is also proved in the relationship between instructional
leadership and job satisfaction. The results imply that the effectiveness is associated with the
idealized influence which shapes the behavior of the employees. The association between the two
thus determines that the effectiveness of employees is mediated by leadership behaviors and their
job performance or satisfaction. As the instructional leadership modifies the behaviors in a positive
way, the learning and performance effectiveness get influenced by the authoritative behaviors and
encourages the employees to engage in an efficient working system. Distributed leadership in the
same way fosters learning by developing positive working attitude leading to professional
development and constructive behaviors. As the working environment determines the long-term
satisfaction of the employees, the strong distributed leadership enhances the employee’s
effectiveness resulting yielding more productivity and improved performance which is directly
linked with the teacher’ job satisfaction.

5.1 CONCLUSION

Leadership styles and behaviors hold significance in the modern way working environment. In
context of educational setting, the demand of suitable leadership behavior directs attention towards
the choice of suitable leadership behavior that contributes to the performance and satisfaction of
the teachers. In secondary schools of China, the conflict arising between the school authorities and
working staff which raises call for the educational researchers to investigate the matter. Following
the current research trends, the researcher took into consideration the leadership styles that impact
the satisfaction of the teachers. Moreover, the mediating role of the organizational and individual
oriented factors is also analyzed. The researcher collected data through quantitative research
design and extracted findings on the basis of numerical data. The findings of the study identified

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that instructional leadership and distributed leadership both are positively associated with the
teacher’s job satisfaction. The results also proved the mediation of motivation in the relationship
between instructional and distributed leadership and job satisfaction. The mediation of reward is
also significant between leadership styles and teachers job performance. Lastly, the mediation of
effectiveness is declared significant as it impacts satisfaction by determining the outcome of
leadership behaviors. The general conclusion drawn from the study highlights that leadership
practices are important in professional settings in order to improve the job satisfaction of teachers
in secondary schools.

5.2 Implications of Study

The paper produces significant results; therefore, it has both theoretical and practical significance.
On theoretical level, the findings of the study make significant contribution in the previous
literature on the management of school staff. The paper can be seen as an extended body on the
debates and academia presenting the novel challenges and opportunities in effective management
of employees. The conceptual framework developed by the researcher is novel and presents a
significant association between leadership styles and teachers’ job satisfaction. There is an
abundance of literature on these aspects in terms of educational settings. But the association
developed by the researcher is unique and nature and supported by empirical evidence. On such a
basis, the study covers the gaps and is valuable to contemporary researchers in developing the
basic understanding of the respective issues.

Practically, the findings of the study are useful to the relevant stakeholders. The information can
be utilized by the school management to assess the leadership styles and the influence they have
on the teacher’s performance and job satisfaction. By acknowledging the influence, they have on
the teacher’s performance, the school management can reconsider their leadership and supervision
choices and adopt the ones that suit the nature of employees and the work environment. By
reconsidering the leadership behavior, performance management can be improved, and satisfaction
can be enhanced.

5.3 Limitations and Future Research Indication

Paper has certain limitations. Firstly, the quantitative method adopted by the researcher restricts
the scope of the findings. The specific nature of population and the sampling size impact the utility

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of the results. The standards setbacks in quantitative data thus raise questions on the scope and
validity of the findings. Due to the limited sample size, the researcher did not research the findings
that were anticipated. Secondly, the paper relied on the path-goal theory of leadership to develop
the conceptual framework. The choice of specific theoretical lens thus impacts the nature of
association and the results extracted from it. Thirdly, the specific regional context limits the
generalization of the study. On the basis of specific country context, the findings cannot be
effectively applied to any other context. Future researchers are recommended to adopt different
research designs i.e., qualitative research methods to obtain in-depth, critical, and broader insights
on the employee management issues and the leadership behaviors. The researchers are also
encouraged to develop conceptual frameworks based on relevant theories and variables i.e.,
organizational factors, employees’ inter-personal relationships and work environment in
association with the teacher’s job performance, perception, and satisfaction.

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Appendix
Instructional leadership
1. “I took actions to support co-operation among teachers to develop new teaching practices.”
2. “I took actions to ensure that teachers take responsibility for improving their teaching
skills.”
3. “I took actions to ensure that teachers feel responsible for their students’ learning
outcomes.”
Distributed leadership
1. “This school provides staff with opportunities to actively participate in school decisions.”
2. “This school provides parents or guardians with opportunities to actively participate in
school decisions.”
3. “This school provides students with opportunities to actively participate in school
decisions.”
Effectiveness
1. “When e-working I can concentrate better on my work tasks.”
2. “E-working makes me more effective at delivering against my key objectives and
deliverables.”
3. “If I am interrupted by family/other responsibilities whilst e-working from home, I still
meet my manager’s quality expectations.”
4. “My overall job productivity has increased by my ability to e-work remotely/from home.”
Motivation
1. “This course was fun to take.”
2. “I thought this was a boring course (reversed).”
3. “I would describe this course as very interesting.”
4. “I put a lot of effort into this course.”
Rewards
1. “My organization pays salaries every month.”
2. “When salaries are delayed, a valid and timely explanation is given to us.”
3. “Bonuses are given by my organization for extra work and hours put in.”
4. “I am happy because I will be given accommodation at my workplace.”
5. “Due to excellent performance and qualifications, promotions are affected.”

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6. “Our canteen gives meals at subsidized rates.”

7. “I am entitled to paid annual leave.”
8. “My organization has a good insurance policy for all the employees.”
9. “My efforts are high so that my pension is adequate.”
10. “I perform well because when I am sick, my organization cares.”
Job satisfaction
1. “You are satisfied with your salary and opportunities for salary increases while working
with the organization?”
2. “The interpersonal communication within the organization looks good.”
3. “Do you like the people you work with in this job?”
4. “Your superiors have no interest in what their subordinates think? (R)”
5. “Do you think you have too much work to do? (R)”
6. “Do you like what you do at work?”
7. “You are satisfied with the opportunity for advancement in this job?”
8. “When you perform well at work, do you get the rewards you deserve?”

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