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This work thoroughly assesses the complex connection between various types of headships within schools and teacher ability in Chinese education. This study investigates the impact of instructional leadership, organisational culture and emotional intelligence on teacher professional development and work satisfaction by analysing a number of empirical studies conducted in China. The findings lay much stress on the subtle impact of cultural factors, especially power distance orientation as important moderators that influence instructional leadership strategies. Indeed, the study pinpoints a profound role of positive organisational culture aimed to provide supportive leadership practices and abundant learning opportunities for teacher’s professional development. The effective leaders training programmes should be designed taking into consideration the cultural peculiarities of China’s educational environment. The study offers some unique perspectives that are of relevance to educators, policymakers and scholars since it outlines the intricate connections at work. In turn, it facilitates the well-informed decision and encourages an effective leadership style that improves teachers’ competency thereby contributing to education evolution in China.
Liu et al. (Tue,) studied this question.