Nurturing growth: Challenges and strategies of paternalistic leadership in facilitating teacher development in Qingdao, Shandong province
List of Authors
  • Kenny S.L Cheah , Zhao Shuang

Keyword
  • Paternalistic Leadership, Teacher Development, Qualitative Case Study, Professional Development, Educational Outcomes

Abstract
  • This research explores paternalistic leadership in educational settings in Qingdao, Shandong Province, and its impact on teacher development. Paternalistic leadership, defined by authoritarian, benevolent, and moral elements, is firmly ingrained in Chinese cultural practices and has a substantial influence on organizational dynamics and individual behaviours in Chinese educational institutions. The purpose of this study is to investigate the issues and techniques connected with paternalistic leadership from the perspectives of principals and teachers in Qingdao, with an emphasis on their implications on professional development and educational results. Using a qualitative case study technique, the research conducts in-depth interviews with a senior principal and twenty teachers from a chosen school, as well as purposive sampling, to better understand the intricacies of paternalistic leadership. As findings, the data show that authoritarian characteristics of paternalistic leadership have a detrimental impact on teacher creativity and work satisfaction, but benign practices may improve engagement and professional development. The discussions emphasize the need of a balanced leadership strategy that combines classic paternalistic attitudes with current educational objectives, providing an atmosphere that encourages teacher autonomy and creativity. As implications this study reveals that adopting more benevolent and supportive leadership styles may considerably enhance educational environments and results. This study indicates that, although paternalistic leadership has a solid cultural base, there is much room to improve these practices to better accord with modern educational philosophies and teacher demands.

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