Principals’ Zhongyong Thinking And Teachers’ Career Adaptability: A Moderated Serial Mediation Model

• In Event: Diverse Voices in Educational Leadership

Abstract

As a cornerstone of traditional Chinese Confucian culture, Zhongyong thought embodies management wisdom like “harmony in diversity”, vital to localized management theories and harmonious development. While garnering attention, research on Zhongyong thinking within leadership remains limited, particularly in educational management, where studies regarding principals’ Zhongyong thinking on teachers are scarce. Grounded in Career Construction Theory and Self-Determination Theory, this study investigated how principals’ Zhongyong thinking impacts teachers’ career adaptability with 613 teachers. We found principals’ Zhongyong thinking positively predicted career adaptability. Leader-member exchange, basic psychological need satisfaction serially mediated this link. Collectivism positively moderated the impact of principals’ Zhongyong thinking on career adaptability. Accordingly, we offered implications for school management, principal leadership, and teacher professional growth.

Authors

• Yufeng Zhang, Beijing Normal University

• Min Qi, Beijing Normal University