Responsible leadership, teacher recognition, and teacher emotional well-being: An investigation of gender differences

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Abstract

Teacher emotional well-being is under challenges. Although previous research has revealed the positive effects of responsible leadership in education fields, its influence on teacher emotional well-being has remained underdeveloped. Therefore, this study aimed to fill the research gap by examining the direct effect of responsible leadership on teacher emotional well-being and testing the mediation effects of teacher recognition and gender difference. By surveying a total of 486 teacher responses working in public primary and secondary schools in China, the study revealed that responsible leadership is associated with teacher emotional well-being significantly through the mediation effect of recognition for social esteem and a significant gender difference among these relationships. The findings and implications are discussed further. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
JournalTeachers and Teaching: Theory and Practice
Early online dateOct 2023
DOIs
Publication statusE-pub ahead of print - Oct 2023

Citation

Zhang, Y., Chen, J., & Tsang, K. K. (2023). Responsible leadership, teacher recognition, and teacher emotional well-being: An investigation of gender differences. Teachers and Teaching: Theory and Practice. Advance online publication. https://doi.org/10.1080/13540602.2023.2265831

Keywords

  • Responsible leadership
  • Teacher recognition
  • Teacher emotional well-being
  • Gender difference

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