The Influence Of Transformational Leadership Style On Primary School Teachers’ Occupational Well-being

This study selected teachers and headmaster from five primary schools in Nanchang City as the research object,and conducted a questionnaire survey using the transformational leadership style scale,the teacher’s psychological capital scale,and the teacher’s occupational well-being scale to make out the current situation of primary school teachers’ occupational well-being,as well as the relationship among the transformational leadership style,the teacher’s occupational well-being,and the teacher’s psychological capital.After analyzing and sorting out the data obtained,the following conclusions are drawn:Firstly,the overall occupational well-being of primary school teachers in Nanchang has not reached a high level due to the negative impact of the well-being of the their physical health dimension.The occupational well-being of primary school teachers in Nanchang City is significantly different only in gender,and the occupational well-being of male teachers is significantly lower than that of female teachers.Secondly,the overall level of psychological capital of primary school teachers in Nanchang is high,among which the level of hope dimension in transactional psychological capital is lower.The psychological capital of primary school teachers in Nanchang has significant differences in the two variables of marital status and teaching age.In the variable of marital status,the psychological capital of unmarried teachers is significantly lower than that of married teachers;In the variable of teaching age,the psychological capital of teachers improves with the increase of teaching age.Thirdly,the headmaster of the primary school where the teachers were tested in Nanchang showed obvious transformational leadership style.In addition to the vision incentive factor,the average value of the leaders in the other three dimensions of transformational leadership style-intelligence stimulation,personality care and leadership charm,as well as the overall average value of transformational leadership style both reached a high level.Fourthly,the relationship among leadership style,teachers’ psychological capital and teachers’ professional well-being:(1)transformational leadership style has a significantly positive impact on transactional and interpersonal psychological capital.Transformational leadership style can explain 37.2% of the variance of transactional psychological capital and 41.4% of interpersonal psychological capital.(2)There is a significantly positive correlation between teachers’ occupational well-being and transformational leadership style,which can explain 26.9% variation of occupational well-being.(3)Both transactional and interpersonal psychological capital have a significantly positive correlation with teachers’ occupational well-being.Transactional psychological capital can explain 38.7% variation of occupational well-being,and interpersonal psychological capital can explain 37.3% variation of occupational well-being.Fifthly,teachers’ psychological capital has a significant mediating effect between transformational leadership style and teachers’ professional well-being.Specifically,transactional psychological capital and interpersonal psychological capital play a partial intermediary role between transformational leadership style and occupational well-being.According to the above research conclusions,under the relationship model of "transformational leadership style-teachers’ psychological capital-occupational well-being",the paper proposes to attach importance to the role of transformational leadership style,improve the transformational leadership style of school leaders,strengthen teachers’ psychological capital,and give play to the exemplary role of senior teachers in school management.It is expected to provide reference for school leaders to understand and improve their own leadership style,attach importance to the construction of teachers’ psychological capital,improve teachers’ professional happiness,and ultimately promote the quality and efficiency of basic education in China.