Assessing the effects of negotiating leadership skills and conflict resolution on student achievement in Zhejiang Province, China: A structural equation modeling approach

Abstract

The main aim of this study was to examine the influence of Negotiating Leadership Skills and Conflict Resolution on student achievement in educational institutions located in Zhejiang Province, China. Teachers have a diverse function that surpasses the primary transmission of academic content. In addition to the information of knowledge, educators undertake the essential duty of assuming the role of educational leaders, actively influencing the learning environment. An online survey was employed to gather data from a sample of 200 teachers employed in academic institutions located in Zhejiang Province. To evaluate the impact of negotiating leadership skills and conflict resolution on student achievement, SPSS, and structural equation modeling were used via SMART PLS 4. The research findings revealed a significant correlation between negotiating leadership skills and conflict resolution in relation to student achievement. The research possesses theoretical relevance since it introduces novel links to the current body of knowledge. The study's practical implications are significant as they contribute to enhancing the impact of negotiating leadership skills and conflict resolution on student achievement. Undoubtedly, research has certain limitations acknowledged by scholars as potential avenues for further exploration to enhance the research framework and its contribution to the existing body of knowledge.