The purpose of the?present study is to interrelate the social environment, principal leadership style, and teaching accomplishments in independent vocational educations institutions in Nanchang,China. By means of well-designed and closed-end questionnaire, data was collected from 384?respondents of six vocational schools in Nanchang. The questionnaire, adopted from reliable previous studies, was carefully designed to measure the demography, social environment, principal leadership styles, and teaching achievement dimensions (respective to teaching performance,?student satisfaction, skills acquisition and employability). The study makes use of the Statistical Package for Service Solution (SPSS) for analysis, incorporating descriptive statistics to address the first objective, providing data on?the existing state of things and profile of the sampled institutions. To achieve the second objective, inferential analysis, i.e. correlation analysis was carried out on the basis of collected?data to investigate on relationship between the social environment, principal leadership styles and teaching achievement. The third and fourth objectives were to perform a regression analysis to determine the impact of social environment and principal leadership?on teaching achievement. This sample is selected purposively from six vocational?colleges, and each college represents an equal portion of the population. These colleges include Nanchang?Vocational University, Jiangxi University of Software Professional Technology, Jiangxi Tellhow Animation College, Jiangxi University of Science and Technology, Jiangxi Technology Business Polytechnic, Nanchang Vocation Institute of Film and Television Communication etc. The proposed study aims to provide valuable information on the dynamics of private vocational education in Nanchang, which?would provide practical implications for educational leaders, policymakers, and practitioners. By using a strong methodology and concentrating on one cluster of leadership styles, the research was intended to offer fine-grained suggestions to improve the social ecology, the leadership effectiveness and the?teaching success of the private secondary vocational education institutions in Nanchang. Results showed that transformational leadership and a supportive social context?were positively related to teaching effectiveness, while constrained opportunities to learn from multiple sources and differences in leadership quality were unbeneficial. Recommendations include increased industry alliances, leadership development opportunities, and the need to?address resource disparities for better academic performance.
Abbas, J. (2020). Service quality in higher education institutions: qualitative evidence from the students’ perspectives using Maslow hierarchy of needs. International Journal of Quality and Service Sciences, 12(3), 371-384. https://www.emerald.com/insight/content/doi/10.1108/IJQSS-02-2020-0016/full/html
Abu-Rumman, A. (2021). Transformational leadership and human capital within the disruptive business environment of academia. World Journal on Educational Technology: Current Issues, 13(2), 178-187.
Al Shabibi, A. S., & Silvennoinen, H. (2018). Challenges in Education System Affecting Teacher Professional Development in Oman. Athens Journal of Education, 5(3), 261-282.
Al, B. (2022). The Effect of Teamwork and Conflict Management on Perceived Individual Performance. Journal of Organizational Behavior Review, 4(1), 64-90. https://dergipark.org.tr/en/pub/jobreview/issue/68155/1012773
Aldhaheri, A. (2021). Do school leaders in the Emirate of Abu Dhabi predominantly practice a transformational, transactional, or laissez-faire style of leadership? International Journal of Organizational Analysis. https://doi.org/10.1108/IJOA-06-2021-2824
Ali, A., Farooq, W., & Khalid, M. A. (2020). The relationship between organisational climate for innovation and innovative work behaviour: Mediating role of employee engagement in Pakistan. Malaysian management journal, 24, 195-218.
Allen, K. A., Slaten, C. D., Arslan, G., Roffey, S., Craig, H., & Vella-Brodrick, D. A. (2021). School belonging: The importance of student and teacher relationships. In The Palgrave handbook of positive education (pp. 525-550). Cham: Springer International Publishing.
Alotebi, H., Alharbi, O., & Masmali, A. (2018). Effective leadership in virtual learning environments. International journal of information and education technology, 8(2), 156-160.
Alsaleh, A. A. (2022). The influence of heads of departments’ instructional leadership, cooperation, and administrative support on school-based professional learning in Kuwait. Educational Management Administration & Leadership, 50(5), 832-850. https://journals.sagepub.com/doi/abs/10.1177/1741143220953597
Amaya, M., Donegan, T., Conner, D., Edwards, J., & Gipson, C. (2019). Creating a culture of wellness: A call to action for higher education, igniting change in academic institutions. Building Healthy Academic Communities Journal, 3(2). https://fuse.franklin.edu/facstaff-pub/78/
Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in psychology, 12, 713057. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.713057/full
Amirrudin, M., Nasution, K., & Supahar, S. (2021). Effect of variability on Cronbach alpha reliability in research practice. Jurnal Matematika, Statistika dan Komputasi, 17(2), 223-230. http://journal.unhas.ac.id/index.php/jmsk/article/view/11655
Amrhein, V., Trafimow, D., & Greenland, S. (2019). Inferential statistics as descriptive statistics: There is no replication crisis if we don’t expect replication. The American Statistician, 73(sup1), 262-270. https://www.tandfonline.com/doi/full/10.1080/00031305.2018.1543137
Anderman, E. M. (2020). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology, 61, 101864.
Anderson, D., Brown, M., & Rushbrook, P. (2020). Vocational education and training. In Dimensions of adult learning (pp. 234-250). Routledge.
Andersson, C., & Palm, T. (2018). Reasons for teachers’ successful development of a formative assessment practice through professional development–a motivation perspective. Assessment in Education: Principles, Policy & Practice, 25(6), 576-597.
Andriani, S., Kesumawati, N., & Kristiawan, M. (2018). The influence of the transformational leadership and work motivation on teachers’ performance. International journal of scientific & technology research, 7(7), 19-29.
Ang’alika, J. M., Aloka, P. J. O., & Raburu, P. (2016). School Physical Environmental Factors Responsible for Stressful Experience among Teachers in Kenyan Special Primary Schools. International Journal of Applied Psychology, 6(3), 75–79.
Antinluoma, M., Ilomäki, L., & Toom, A. (2021, April). Practices of professional learning communities. In Frontiers in education (Vol. 6, p. 617613). Frontiers Media SA. https://www.frontiersin.org/articles/10.3389/feduc.2021.617613/full
Anwar, K., Asari, S., Husniah, R., & Asmara, C. H. (2021). Students' Perceptions of Collaborative Team Teaching and Student Achievement Motivation. International Journal of Instruction, 14(1), 325-344. https://eric.ed.gov/?id=EJ1282190
Apriana, D., Kristiawan, M., & Wardiah, D. (2019). Headmaster’s competency in preparing vocational school students for entrepreneurship. International Journal of Scientific & Technology Research, 8(8), 1316-1330.
Aprile, K. T., & Knight, B. A. (2020). The WIL to learn: Students’ perspectives on the impact of work-integrated learning placements on their professional readiness. Higher Education Research & Development, 39(5), 869-882. https://www.tandfonline.com/doi/abs/10.1080/07294360.2019.1695754
Arrant, K. (2020). Ethics in research. Journal of Interprofessional Practice and Collaboration, 2(1), 4. https://repository.ulm.edu/ojihp/vol2/iss1/4/
Asakura, K., Lee, B., Occhiuto, K., & Kourgiantakis, T. (2022). Observational learning in simulation-based social work education: Comparison of interviewers and observers. Social Work Education, 41(3), 300-316.
Azam, S. B. M., Bakar, S. H. A., Yusoff, J. Z. M., & Rauf, S. H. A. (2021). A case study on academic and vocational training for child offenders undergoing a multisystemic therapy-based rehabilitation order in Malaysia. Children and Youth Services Review, 122, 105911. https://www.sciencedirect.com/science/article/abs/pii/S0190740920323331
Bada, H. A., Tengku Ariffin, T. F., & Nordin, H. B. (2020). The effectiveness of teachers in Nigerian secondary schools: The role of instructional leadership of principals. International Journal of Leadership in Education, 1-28. https://www.tandfonline.com/doi/abs/10.1080/13603124.2020.1811899
Bakar, R. (2018). The influence of professional teachers on Padang vocational school students' achievement. Kasetsart Journal of Social Sciences, 39(1), 67-72.
Bal-Ta?tan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2353-2366.
Bandura, A. (2023). Social Cognitive Theory: An Agentic Perspective on Human Nature. John Wiley & Sons.
Bardach, L., Oczlon, S., Pietschnig, J., & Lüftenegger, M. (2020). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Educational Psychology, 112(6), 1197.
Barrow, J.M., Brannan, G.D. and Khandhar, P.B., 2022. Research ethics. In Stat Pearls [Internet]. Stat Pearls Publishing.
Bartram, B., Hathaway, T., & Rao, N. (2019). ‘Teaching excellence’in higher education: a comparative study of English and Australian academics’ perspectives. Journal of Further and Higher Education, 43(9), 1284-1298. https://www.tandfonline.com/doi/abs/10.1080/0309877X.2018.1479518
Bautista, M. A., González, F., Martinez, L. R., Munoz, P., & Prem, M. (2023). Dictatorship, higher education and social mobility. Higher Education and Social Mobility (September 12, 2023). University of Chicago, Becker Friedman Institute for Economics Working Paper, (2023-121). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4569458
Beauchamp, M. R., Crawford, K. L., & Jackson, B. (2019). Social cognitive theory and physical activity: Mechanisms of behavior change, critique, and legacy. Psychology of Sport and Exercise, 42, 110-117. https://www.sciencedirect.com/science/article/abs/pii/S1469029218305132
Beauchamp, M. R., Crawford, K. L., & Jackson, B. (2019). Social cognitive theory and physical activity: Mechanisms of behavior change, critique, and legacy. Psychology of Sport and Exercise, 42, 110-117.
Begum, S., Xia, E., Mehmood, K., Iftikhar, Y., & Li, Y. (2020). The impact of CEOs’ transformational leadership on sustainable organizational innovation in smes: A three-wave mediating role of organizational learning and psychological empowerment. Sustainability, 12(20), 8620. https://www.mdpi.com/2071-1050/12/20/8620
Behle, H. (2020). Students’ and graduates’ employability. A framework to classify and measure employability gain. Policy reviews in higher education, 4(1), 105-130. https://www.tandfonline.com/doi/abs/10.1080/23322969.2020.1712662
Bergmark, U. (2023). Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Professional Development in Education, 49(2), 210-224. https://www.tandfonline.com/doi/full/10.1080/19415257.2020.1827011
Berkovich, I., & Eyal, O. (2021). Transformational leadership, transactional leadership, and moral reasoning. Leadership and Policy in Schools, 20(2), 131-148. https://www.tandfonline.com/doi/abs/10.1080/15700763.2019.1585551
Bojovic, I., & Jovanovic, S. S. (2020). Transformational leadership and psychological needs of employees. Technium Soc. Sci. J., 7, 226.
Xiaoqiang, S., & Ping, W. S. (2025). Influence of Social Environment and Principal’s Leadership on Teaching Achievement in Private Vocational Education in Nanchang, China. International Journal of Academic Research in Business and Social Sciences, 15(6), 1404–1414.
Copyright: © 2025 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
