TRANSFORMATIONAL LEADERSHIP OF PRIMARY SCHOOL UNDER THE DOUBLE REDUCTION POLICY IN KUNMING, YUNNAN PROVINCE

Abstract

is undergoing profound structural transformation from traditional examination-oriented mode to quality-oriented holistic development. Assessment reform has become the core task of primary education governance, and primary school principals’ transformational leadership plays a decisive role in policy implementation and school instructional innovation. This study adopts questionnaire survey and in-depth interview methods, taking primary school teachers in Kunming as research subjects and selecting teachers from Fangcaodi International School as key interview informants. Based on the four dimensions of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, this paper explores the current development level and practical performance of primary school principals’ transformational leadership in Kunming. The findings show that the overall transformational leadership is at a high level; inspirational motivation ranks first, followed by idealized influence and individualized consideration, while intellectual stimulation is the relatively weak dimension. Interview results further reflect that principals perform well in moral demonstration and policy vision guidance, but lack adequate support for teachers’ teaching evaluation innovation and personalized professional growth. On this basis, this paper summarizes practical dilemmas and puts forward targeted implementation guidelines, aiming to provide empirical reference and practical path for primary school leadership construction and assessment reform under the Double Reduction Policy in Kunming.