EXAMINING THE IMPACT OF TEACHING EXPERIENCE, ADMINISTRATIVE POSITION, AND PROFESSIONAL TITLE ON TRANSFORMATIONAL LEADERSHIP AMONG DUAL-QUALIFIED TEACHERS: A CASE STUDY OF HONGHE VOCATIONAL AND TECHNICAL COLLEGE, YUNNAN PROVINCE, CHINA
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This study targeted the dual-qualified teachers of Honghe Vocational and Technical College in Yunnan Province. Using the localized Chinese version of the Transformational Leadership Questionnaire (TLQ), the research adopted a combined self-evaluation and peer-evaluation approach, resulting in a total of 215 valid responses. Descriptive and hierarchical multiple regression analyses were conducted to examine the effects of teaching experience, administrative position, and professional title on transformational leadership. Results showed that teaching experience and professional title were significant negative predictors, while administrative position was not significant. After controlling for gender, age, and education, these background variables still explained significant variance in leadership. The study recommends that vocational colleges foster cross-disciplinary collaboration and project-based leadership development to promote informal leadership, and provide continuous retraining and psychological empowerment for mid- and late-career teachers to ensure balanced and sustainable leadership growth.
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