Teachers’ Leadership Behavior And Family Parenting Patterns Impact Analysis On High School Students’ Learning Effectiveness

With the further development of the age and quality education, training highly qualified talent, and particularly to develop students’ sense of social responsibility, spirit of innovation and creative ability has been placed in a prominent position. At the same time, parents and teachers are increasingly concerned about student learning conditions, especially the high school stage, because they are facing the pressure of college entrance examination, their learning effectiveness is more important.In this study, the literature analysis and scale survey were used.749high school students from Northern of Jiangsu and Southern of Jiangsu were measured and discussed on learning effectiveness, teachers’ leadership behavior and family parenting patterns. The results showed that:(1)"The scale of High School Students’ Learning Effectiveness" including learning satisfaction, learning time management, test anxiety and teachers’ satisfaction. The scale has good reliability and validity;(2)"The scale of High School Teacher Leadership Behavior" including behavioral requirements, teaching requirements, class management and care for students, and it has good reliability and validity;(3)"The scale of High School Students’ family parenting patterns" including authoritarian, trust to encourage, emotional warmth and negligence, and it has good reliability and validity. It also showed that:(1)High school students’ learning effectiveness in good condition, and students from the northern of Jiangsu are significantly higher than the Southern in learning effectiveness, learning satisfaction and learning time management. While in test anxiety, the northern of Jiangsu was significantly lower than southern;(2)High school students have high recognition on teacher leadership behavior, and students from the northern of Jiangsu are significantly higher than the Southern in teacher leadership behavior, behavioral requirements, class management and care for students, while has no significant difference on teaching requirements;(3)Students from the northern of Jiangsu are significantly higher than the Southern in family parenting patterns, authoritarian and neglect. While in encourage trust and warmth, the northern of Jiangsu was significantly lower than southern. The difference analysis found that:(1)Boys and girls have significant differences in learning effectiveness and its various dimensions;(2)Students and class cadres there were no significant differences in the learning effectiveness and its dimensions;(3)Different family residence place of students have significant differences in learning effectiveness, learning satisfaction, learning time management and teachers’ satisfaction, while have no significant differences in test anxiety;(4)Science students and arts students have no significant differences in the learning effectiveness and its dimensions;(5)Different teachers’ leadership behavior is a significant difference in learning effectiveness;(6)Different family parenting patterns has a significant difference in learning effectiveness. However, the interaction of teachers’ leadership behavior and family parenting patterns on the learning effectiveness were not significant. It can be seen from the final model:(1)Teacher’ leadership behavior has a direct and biggest impact on learning effectiveness;(2)Family parenting patterns has a direct impact on learning effectiveness.