FACTORS INFLUENCING ACADEMIC ADMINISTRATION EFFECTIVENESS IN PRIMARY SCHOOLS: EVIDENCE FROM LIAONING PROVINCE, CHINA

Abstract

This study investigates how academic leadership, teacher professional development, and stakeholder participation shape academic administration effectiveness in primary schools in Liaoning Province, China, and whether educational technology integration serves as a mediating mechanism. A quantitative design was employed. Questionnaire data from 362 school administrators and teachers were analyzed with SPSS and AMOS. The measurement model showed acceptable reliability and construct validity (Cronbach's alpha = .85-.91; CR = .88-.93; AVE = .61-.72). The structural model also demonstrated satisfactory fit (chi-square/df = 2.48, CFI = .93, TLI = .92, RMSEA = .065). The results indicate that academic leadership (beta = .36, p < .001), teacher professional development (beta = .29, p < .01), and stakeholder participation (beta = .24, p < .01) each had significant positive effects on academic administration effectiveness. Academic leadership, teacher professional development, and stakeholder participation also positively predicted educational technology integration, which in turn was associated with stronger academic administration effectiveness (beta = .31, p < .001). Bootstrapping results suggest partial mediation through educational technology integration. The findings underline the importance of coupling instructional leadership with sustained teacher learning, participatory governance, and purposeful technology use in school administration.