Zhang Bo
ABSTRACT
The study aimed to investigate the relationship between school heads’ leadership and supervisory skills and teachers’ teaching performance at Harbin University of Commerce. Utilizing a mixed-method approach, the research combined quantitative and qualitative analyses to assess the impact of various leadership and supervisory dimensions on teacher outcomes. The quantitative component involved distributing questionnaires to gather data on leadership and supervisory skills, as well as teaching performance, employing statistical tools such as ANOVA and correlation analysis to identify significant relationships. The qualitative section explored the challenges faced by principals in their leadership and supervisory roles and proposed action plans to enhance these skills. The findings suggest that, while there are no significant differences in leadership and supervisory skills across different demographic groups, certain skills, such as time management, significantly correlate with improved teaching performance. The study concluded with recommendations for improving the leadership and supervisory capabilities of principals, which, in turn, can enhance teachers’ teaching performance and contribute to the academic success of students at Harbin University of Commerce. These findings can serve as a reference for the university in formulating training plans and strategies to enhance the leadership and supervisory skills of both school heads and teachers.
Keywords: Leadership and supervisory dimensions, school heads, school leadership, supervisory skills, teacher performance