The Mediated Moderation Effect of Teacher Job Satisfaction and School Culture in the Relationship Between Leadership Strategies and Teacher Engagement in China Music Education

This study delves into the intricate interplay among leadership strategies, teacher job satisfaction, school culture, and teacher engagement within the context of China’s music education system. Drawing on established literature on effective leadership in education, the research aims to explore the mediating role of teacher job satisfaction and the moderating influence of school culture in the relationship between leadership strategies and teacher engagement. Recognizing the significance of teacher job satisfaction as a catalyst for engagement and performance, and the pivotal role of a positive school culture in fostering collaboration and professional growth, this study seeks to provide a nuanced understanding of these dynamics within the unique landscape of music education. By addressing the gap in existing literature regarding leadership dynamics specific to music education, particularly in the Chinese context, this research aims to contribute valuable insights for enhancing music instruction and promoting greater teacher engagement in China’s music education sector.