FACTORS AFFECTING ADMINISTRATORS’ CULTURAL LEADERSHIP OF UNIVERSITIES IN CHUXIONG REGION, YUNNAN PROVINCE: A MODERATION EFFECT OF TEACHER CHARACTERISTICS
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Abstract
The objectives of this study were (1) To study the effect of organizational culture on cultural leadership; (2) To study the effect of work-related on cultural leadership; (3) To study the moderation effect of teacher characteristics on the relationship between organizational culture and cultural leadership; (4) To study the moderation effect of teacher characteristics on the relationship between work-related and cultural leadership. The population was teachers who were full-time teaching and administrative staff in the universities in Chuxiong region in the academic year 2024.The sample was randomly selected by using the proportional stratified random sampling technique, 558 teachers were employed as samples. 5-points Likert scale questionnaires were using as data collection. The descriptive statistics was used for describing the characteristics of samples, and the multi-group SEM was use for hypothesis testing.
The findings revealed that both organizational culture and work-related factors had a significant influence on the administrators’ cultural leadership of universities in the Chuxiong region. However, teacher characteristics did not moderate the relationship between organizational culture and cultural leadership, nor between work-related factors and cultural leadership. Specifically, the effects of organizational culture and work-related factors on cultural leadership were consistent across gender, age, ethnicity, and education level, indicating that there were no significant differences among these demographic groups. According to the above-mentioned significance and problem, the researcher wants to study the relationship between organizational culture and cultural leadership in Chuxiong’s universities to better understand how university presidents can foster inclusivity and institutional success in ethnically diverse regions, given the surprising lack of moderating effects from teacher characteristics and the need for culturally responsive leadership strategies.
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