The Affect Mechanism of Learning Leadership on Teachers' Extra Effort in China and Thailand

Ke Zhang

ผู้แต่ง

Ke Zhang Chinese International College, Dhurakij Pundit University, Thailand

คำสำคัญ:

Post-Pandemic, China and Thailand, Learning Leadership, Extra Effort, Organizational Attachment

บทคัดย่อ

In the post-pandemic era, learning leadership is the key to successful education reform and meeting the challenges that lie ahead. And learning leadership is closely related to teachers' convergent behavior. Therefore, research objective of this study is to examine the direct and indirect (mediating) roles of both learning leadership and teachers' extra effort, and organizational attachment is used as a mediator. This study collected data from teaching staff at 6 colleges in Nanchang, China, and Bangkok, Thailand, between October and November 2022. Employing purposive sampling and electronic questionnaires, it ultimately received 359 valid responses from China (response rate: 89.75%) and 679 valid responses from Thailand (response rate: 84.87%). Employing a quantitative research methodology, this study utilized the learning leadership, extra effort, and organizational attachment scales. Hypotheses were tested through statistical analyses, including correlation, and mediation.

The results show that learning leadership has a significant positive relationship with teachers' extra effort, and organizational attachment, and organizational attachment had a mediating effect in China and Thailand. Finally, the findings of this study also offer fresh insights and lessons for future research. In the post-pandemic era, higher education institutions in both China and Thailand must prioritise developing leadership that integrates motivation and learning. This will enable more targeted policy support for teaching staff, enhance the future practice of learning leadership, and better address the reforms required in the post-pandemic landscape. Moreover, higher education institutions in both nations should prioritise developing diverse programmes designed to improve teachers' behavioral and affective experiences, particularly by integrating teachers' extra effort and organizational attachment into enhancement initiatives.

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