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2025-11-20
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How to Cite
The perception of aesthetic leadership by high school teachers in Hainan, China and its impact on professional development: The mediating role of work autonomy
Zehe Yin
Chinese International College, Dhurakij Pundit University, Bangkok, 10210, Bangkok, Thailand (ORCID: 0000-0002-4997-5111) 2 College of Design, Hainan Vocational University of Science and Technology, Haikou, 571126, Haikou, China (ORCID: 0009-0008-5567-7189)
Yuancheng Chang
Chinese International College, Dhurakij Pundit University, Bangkok, 10210, Bangkok, Thailand (ORCID: 0000-0002-4997-5111)
DOI: https://doi.org/10.59429/esp.v10i11.4266
Keywords: aesthetic leadership of principals; work autonomy; teacher professional development; mediating effect; educational management
Abstract
This study explores the relationships among high school teachers’ perceptions of principals’ aesthetic leadership, teachers’ work autonomy, and teachers’ professional development in Hainan Province, China, and examines the mediating role of work autonomy. Questionnaire data were collected from 611 high school teachers and analysed using structural equation modelling (SEM). The results showed a significant positive correlation between teachers’ perceptions of principals’ aesthetic leadership and their professional development (r=.764; β=.556; p<.001). Principals’ aesthetic leadership further promoted teachers’ professional growth by enhancing their work autonomy. Confirmatory factor analysis indicated a good fit for the three-factor model (χ²/df=2.701; CFI=.960; TLI =.952; RMSEA=.053). Mediation analysis revealed a significant partial mediating effect of work autonomy in the relationship between aesthetic leadership and teachers’ professional development (indirect effect β =.273, 95% CI [0.027, 0.220]). These findings suggest that when principals enact aesthetic leadership through emotional support and creative guidance, they can effectively enhance teachers’ work autonomy, thereby strengthening teachers’ professional growth and teaching innovation. This study provides empirical evidence for educational leadership practice and highlights the value of aesthetic leadership in fostering a professional development environment characterised by autonomy and creativity.
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