Impact of hierarchical, horizontal and team-based organisational structures on full time teachers’ performance in Chinese secondary schools

Abstract

This research aimed to investigate the impact of various management structures on the teaching performance of full-time Chinese secondary school teachers and, consequently, on the education quality. Different management structures, including hierarchical, horizontal, and team-based were explored for their contributions to students' learning opportunities. A quantitative approach was employed, analyzing data from 50 full-time Chinese secondary school teachers. The findings were interpreted using relevant statistical methods to establish the relationship between management structures and teacher performance. The study reveals that the most effective and recommended management structure involves amalgamating the strengths inherent in these different structures to create a hybrid system that is responsive to the needs of teachers. This hybrid approach is shown to have a positive impact on teacher performance. The findings of this research hold significant practical implications. Understanding the effects of management structure empowers policymakers and educational leaders to design and implement effective management strategies that support and empower teachers. This, in turn, can lead to enhanced teacher performance, improved education quality, increased job satisfaction, and motivation among educators, ultimately resulting in better student outcomes. The study thus highlights the Chinese government's emphasis on education and serves as a reference for policy adjustments to improve management efficiency.