PARTICIPATORY LEADERSHIP DEVELOPMENT FOR TEACHERS IN GUANGDONG POLYTECHNIC

Abstract

This study aims to investigate the current status and improvement strategies of participatory leadership development for teachers in Guangdong Polytechnic. Using a mixed-method approach including questionnaire survey and in-depth interview, data were collected from 297 teachers and 5 core administrators at Guangdong Polytechnic. Results show that the overall level of participatory leadership is at a medium level (Mean=3.42), with collaborative practices (Mean=3.62) and shared responsibility (Mean=3.55) scoring highest, while decision-making participation (Mean=3.18) and communication transparency (Mean=3.29) are identified as the weakest links. Main problems include formalized decision-making channels, unclear cross-departmental responsibilities, unequal distribution of participation opportunities, insufficient two-way communication mechanisms, and lack of workload recognition for governance participation. Based on distributed leadership theory, organizational support theory and educational administration frameworks, five targeted improvement strategies are proposed. This study provides empirical references for optimizing participatory leadership development in vocational colleges in Guangdong Province.