This multi-methods research project studies the main leadership practices from the perspectives of teachers in the recent process of curriculum reform and the extent to which these leadership practices motivated their commitment to change. It also investigates the effects of organizational and teachers’ factors on their perceptions of these transformational school leadership practices in Shenyang, a northeast city of China. The first research question explored the transformational leadership model in Chinese school context. Key words relevant to transformational school leadership practices were identified from teachers’ survey answers using content analysis for formulating the Chinese transformational school leadership questionnaire. Additionally, the Chinese transformational school leadership questionnaire was formulated using principal component analysis. Subsequently, the organizational characteristics questionnaire, and the teachers’ commitment to change questionnaire were validated using principal component analysis and reliability analysis for answering remaining two research questions. The second research question investigated the effects of organizational and teachers’ factors on teachers’ perception of transformational school leadership. The results of multiple regression analysis revealed that variables like culture, strategy, environment, and teacher’s age had significant relationships with teachers’ perception of transformational school leadership. Culture, environment, strategy, structure, and teachers’ factors such as age and grade teacher taught had moderate effects on different dimensions of teachers’ perception of transformational school leadership. The third research question examined the effects of transformational school leadership on teachers’ commitment to change. The results of linear regression showed that the effect of transformational school leadership was moderate when transformational school leadership and teachers’ commitment to change were treated as a single variable. Four dimensions of transformational leadership practices together explained the moderate effects on the four dimensions of teachers’ commitment to change respectively, among which the effect of managing the instructional program was the most prominent. This study represents an original attempt to understand how Chinese teachers perceive transformational school leadership, the effects of organizational and personal factors on teachers’ perception of transformational school leadership, and the effects of transformational school leadership on teachers’ commitment to change in the Chinese urban upper secondary school context. This research seeks to contribute to leadership development and school change practices in the Chinese school context.

This multi-methods research project studies the main leadership practices from the perspectives of teachers in the recent process of curriculum reform and the extent to which these leadership practices motivated their commitment to change. It also investigates the effects of organizational and teachers’ factors on their perceptions of these transformational school leadership practices in Shenyang, a northeast city of China. The first research question explored the transformational leadership model in Chinese school context. Key words relevant to transformational school leadership practices were identified from teachers’ survey answers using content analysis for formulating the Chinese transformational school leadership questionnaire. Additionally, the Chinese transformational school leadership questionnaire was formulated using principal component analysis. Subsequently, the organizational characteristics questionnaire, and the teachers’ commitment to change questionnaire were validated using principal component analysis and reliability analysis for answering remaining two research questions. The second research question investigated the effects of organizational and teachers’ factors on teachers’ perception of transformational school leadership. The results of multiple regression analysis revealed that variables like culture, strategy, environment, and teacher’s age had significant relationships with teachers’ perception of transformational school leadership. Culture, environment, strategy, structure, and teachers’ factors such as age and grade teacher taught had moderate effects on different dimensions of teachers’ perception of transformational school leadership. The third research question examined the effects of transformational school leadership on teachers’ commitment to change. The results of linear regression showed that the effect of transformational school leadership was moderate when transformational school leadership and teachers’ commitment to change were treated as a single variable. Four dimensions of transformational leadership practices together explained the moderate effects on the four dimensions of teachers’ commitment to change respectively, among which the effect of managing the instructional program was the most prominent. This study represents an original attempt to understand how Chinese teachers perceive transformational school leadership, the effects of organizational and personal factors on teachers’ perception of transformational school leadership, and the effects of transformational school leadership on teachers’ commitment to change in the Chinese urban upper secondary school context. This research seeks to contribute to leadership development and school change practices in the Chinese school context.