Bolstering teaching performance in Chinese universities through transformational leadership and perceived organizational support

Abstract

This study investigates the impact of transformational leadership on teaching performance among academic staff at Universities in Wenzhou, China. Focusing on the four dimensions of transformational leadership—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—the research examines how these factors influence teaching performance and the moderating role of perceived organizational support (POS). Data from 290 full-time faculty members were analyzed using AMOS software. Results show that all four leadership dimensions positively affect teaching performance, with POS enhancing the effects of inspirational motivation, intellectual stimulation, and individualized consideration, but not idealized influence. The findings offer valuable insights for Chinese higher education leaders to improve teaching performance through targeted leadership practices and contribute to the broader literature on transformational leadership in academic settings.