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Training schools play a pivotal role in cultivating advanced intellectuals and skilled labor crucial for economic development and social progress.However, the Work Performance of staff, including teachers, remains underexplored in the existing literature.This research gap hampers our understanding of factors influencing Work Performance and how training schools can enhance it.This study examines the influence of individual-oriented transformational leadership on work performance among teachers in subject training schools throughout Sichuan Province, China.Utilizing a robust theoretical framework that integrates transformational leadership theory and the AMO (Ability, Motivation, Opportunity) model, the study investigates the mediating role of intrinsic motivation on the relationship between individual-oriented transformational leadership and work performance.Additionally, it assesses the leader-member exchange (LMX) relationships on these dynamics.This study used an electronic questionnaire to conduct a cross-sectional survey with teachers from subject training schools in Sichuan Province, China.The study used SPSS 26.0 for descriptive statistical analysis of the collected sample and SmartPLS 4.1 for structural equation modeling.Data analysis uses structural equation modeling to test the proposed hypotheses about the relationships among the study variables.The study concludes with recommendations for school leaders to implement training and development programs that enhance transformational leadership skills, thereby improving educational outcomes and teacher performance in a rapidly evolving educational landscape.
A Tue, study studied this question.