Ping He, Aida Hanim A Hamid, Mohamed Yusoff Mohd Nor
ABSTRACT
This study investigates the relationship between principals’ instructional leadership (PIL) and students’ affective learning outcomes (ALO) in Chinese higher vocational colleges. Grounded in House’s Path–Goal Theory, the study examines how PIL affect two key components of ALO: closeness and conflict in teacher–student relationships. Using a quantitative research design, data were collected from 406 teachers in Jiangxi Province through the Principal Instructional Management Rating Scale (PIMRS) and the Student–Teacher Relationship Scale (STRS). Reliability and validity testing indicated strong internal consistency for both scales (Cronbach’s α = 0.88–0.92). Structural equation modeling demonstrated good model fit (χ²/df = 1.59, CFI = 0.97, RMSEA = 0.038). Results showed that PIL had a significant positive effect on closeness (β = 0.66, p < .001) and a significant negative effect on conflict (β = –0.59, p < .001). These findings suggest that principals who prioritize instructional leadership not only enhance teachers’ instructional effectiveness but also create emotionally supportive learning environments that strengthen student–teacher relationships which finally affect students’ affective learning outcomes significantly. This research contributes empirical evidence from the Chinese vocational education context, highlighting both the potential and challenges of applying instructional leadership practices within a hierarchical and exam-oriented culture. It underscores the need for leadership training programs that integrate socio-emotional learning strategies alongside instructional improvement efforts to promote students’ holistic development.
