Transformational leadership, school climate and teacher job performance among junior high school in Qinhuangdao, China

Teachers are central to the quality and equity of an education system, and their job performance directly affects students’ achievement and school development. However, limited research has examined how transformational leadership and school climate jointly influence teachers’ job performance. This study examined the structural relationships among transformational leadership (idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration), school climate, and teacher job performance using structural equation modelling (SEM), as well as the mediating role of school climate in junior high schools in Qinhuangdao, China. A cross-sectional design was employed, and data were collected from 567 teachers from six schools using stratified random sampling. The measurement model was evaluated for reliability and validity. The hypothesized relationships were tested using SmartPLS version 4.1, and mediation effects were examined using bootstrapping. The results showed that transformational leadership significantly influenced teacher job performance (R² = 0.666) and school climate (R² = 0.376), suggesting uneven contributions of leadership practices to teacher job performance and school climate. Similarly, school climate also significantly affected teacher job performance. This study also revealed a partial mediating role of school climate between transformational leadership and teacher job performance. Overall, this study theoretically explains the structural relationships among transformational leadership, school climate, and teacher job performance by integrating social exchange theory, transformational leadership theory, and ecological systems theory. This study not only tests existing theories but also expands their application in the context of educational administration. Moreover, in terms of practical implications, this study identifies the most significant impacts of specific dimensions of transformational leadership (idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration) on teacher job performance and school climate, thereby providing insights for improving educational quality in China.