Effects of Administrators' Leadership Behavior and Emotional Intelligence on Teachers' Organizational Commitment in Liaoning Province Colleges and Universities
คำสำคัญ:
Administrators' Leadership Behavior, Emotional Intelligence, Teacher Organizational Commitment, Colleges and Universities, Liaoning Provinceบทคัดย่อ
Research objectives were: (1) to determine the components of administrators' leadership behavior, emotional intelligence, and teachers' organizational commitment in colleges and universities under Liaoning Province; (2) to propose a model of the effect of administrators' leadership behavior and emotional intelligence on teachers' organizational commitment in colleges and universities under Liaoning Province; and (3) to decompose the effect of administrators' leadership behavior and emotional intelligence on teachers' organizational commitment in colleges and universities under Liaoning Province.
The research was a mixed methodology, including qualitative research and quantitative research. The research population consisted of 19,498 staff of colleges and universities under Liaoning Province, the People's Republic of China. Proportional stratified random sampling method was used to sample a total of 392 persons. The instruments used for data collection were semi-structured interview form and five-point rating scale questionnaires. The statistics used for data analysis were descriptive statistics, Confirmatory Factor Analysis, and Structural Equation Modeling.
The results of the research were revealed that: (1) administrators' leadership behavior consisted of five components; emotional intelligence of administrators consisted of four components; and teachers' organizational commitment consisted of five components; (2) the analyzed measurement models were consistent with the empirical data. The relative chi-square value (x2/df), degree of freedom (df), goodness-of-fit index (GFI), Tucker-Lewis index (TLI), and root mean square of approximation error (RMSEA), all satisfied the specified standard; and (3) administrators' leadership behavior had a positive effect on teachers' organizational commitment, while emotional intelligence moderates the effect of administrators' leadership behavior on teachers' organizational commitment.
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