The Correlation Between School Leaders Moral Leadership and Teacher Job Satisfaction: A Study in Henan Province, China

Abstract

This study explores the impact of school leaders moral leadership on teacher job satisfaction in primary and secondary schools in Henan Province, China. Grounded in Moral Leadership Theory, it examines four key dimensions: integrity, fairness, care, and responsibility, while conceptualizing teacher job satisfaction as encompassing emotional well-being, professional recognition, and organizational support. Using a random sampling approach, 384 responses were collected through a structured questionnaire adapted from the Ethical Leadership Scale and the Minnesota Satisfaction Questionnaire. Data were analyzed using descriptive statistics and Pearson correlation in SPSS. Findings reveal that school leaders moral leadership does affected job satisfaction among teachers in Henan Province, China. Deeper within the Moral Leadership component, fairness and care show the strongest positive correlations with job satisfaction, highlighting the importance of transparent decision making and emotional support in enhancing teacher morale. However, integrity, though significant, has the weakest correlation, suggesting a potential gap between leaders’ values and actions. Results affirm the applicability of Moral Leadership Theory in Chinese educational contexts and emphasize the role of value driven leadership in fostering teacher satisfaction. The study offers practical implications for leadership development, particularly in promoting ethical governance and supporting teacher retention, while recommending longitudinal and cross regional research for broader insights.