The problem and the aim of the study. This study examines the relationship between perceived instructional leadership and need-supportive teaching in higher vocational colleges in China. Additionally, it explores how teachers’ perceptions of the organizational climate and their commitment to the college influence this relationship. This study aims to help improve the instructional leadership among leaders in vocational colleges and encourage teachers in these institutions to enhance their need-supportive teaching, thereby cultivating highly skilled technical professionals.
Research methods. Quantitative research methodology is employed in this study. A convenience sample of 850 vocational college teachers from Shandong Province, China, was selected and surveyed. Data analysis was conducted using SPSS for correlation analysis, and AMOS was utilized to establish the structural equation model for this research. Mediation effects of the model were examined through Bootstrap analysis. The research findings contribute to explaining the influence pathway of perceived instructional leadership on teachers’ need-supportive teaching.
Results. Analyses conducted using the Bootstrap mediation structural equation modeling, the direct effect of perceived instructional leadership on need-supportive teaching is 0.234 (p< .01), with a 95% confidence interval (CI) of (0.098, 0.344). The effect of perceived instructional leadership on need-supportive teaching through perceived school organizational climate is 0.109 (p < .01), with a 95% CI of (0.070, 0.149). Furthermore, the effect through the teachers’ organizational commitment is 0.219 (p < .01), with a 95% CI of (0.146, 0.329). Lastly, the path effect of perceived instructional leadership on need-supportive teaching, mediated by both perceived organizational climate and organizational commitment, is 0.023 (p< .01), a 95%CI of (0.007, 0.045), excluding zero in all intervals. The study indicates that perceived organizational climate and organizational commitment play a serial mediating role in the relationship between perceived instructional leadership and the need-supportive teaching.
Conclusion. This study examines the factors influencing need-supportive teaching among teachers. It was found that the level of perceived instructional leadership, the perceived school organizational climate, and the teachers’ own organizational commitment all positively impact need-supportive teaching. The study suggests that school leaders can enhance their instructional leadership skills, cultivate a positive school organizational climate, and thereby advance the organizational commitment of teachers, which in turn can foster the development of teachers’ need-supportive teaching practices. These findings aid in the improvement of school management and promote the advancement of teaching quality.
Keywords: instructional leadership, need-supportive teaching, organizational commitment, organizational climate, higher vocational teachers
For Reference: Tian, F., & Jiang, M. (2025). Perceived instructional leadership, organizational climate, and commitment: influences on need-supportive teaching in higher vocational colleges. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (2), 544–559. https://doi.org/10.32744/pse.2025.2.34
Information about the authors:
Fei Tian (Tailand, Bangkok) — PhD in Education Management, Chinese International College. Dhurakij Pundit University. E-mail: 376483185@qq.com
Man Jiang (Tailand, Bangkok) — Assistant Professor, Doctor of Education, Chinese International College. Dhurakij Pundit University. E-mail: man.jia@dpu.ac.th
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