The Relationship Among Achievement Motivation, Teacher Leadership System And Academic Achievement Of Vocational Students

At the background of national vigorously develop vocational education, vocational students’academic performance get more attention from the family and society. Vocational studentsimprove academic performance has become an important research topic in educationalpsychology. Throughout the past, studies have shown that there are many factors affecting theacademic performance of vocational students. In this study, we emphasis on the influence of theteacher leadership system and students achievement motivation. On the one hand, this researchcan make up for deficiencies in this area, on the other hand, our research lay the theoreticalgroundwork for the future study in this area.Basis on the research and empirical literature, we use the Teacher Leadership andManagement Behavior Questionnaire prepared by Professor Wu Wudian and AchievementMotivation Scale prepared by Ye Renmin,243student from Xintai Vocational Schoolparticipated in the research and filled in the questionnaires. Then we collect student test scores,standardized test scores as indicators of academic achievement. Using analysis of variance,correlation analysis and regression analysis to study the relationship between vocational generatemotivation, teacher leadership and academic achievement. Conclusions are as follows:1. There are no significant gender and grade differences in vocational students motivation tosucceed and the motivation of avoid the failures.2There are significant differences in teachers’ leadership. Compare to the fresh-yearstudents, teachers will be more democratic and less authority to students of the second grade3. There are significant correlations between vocational sthdents’ motivation and academicachievement. There is a significant positive correlation between motivation of pursuit successand academic achievement, but there isn’t a significant correlation between motivation to avoidfailure and academic achievement.4. There a significant correlation between teachers’ leadership and academic performance.The teachers’ democratic leadership was positively correlated with students’ academicachievement, and the teachers’ authoritative leadership and laissez faire leadership werenegatively correlated with students’academic achievement.5. Vocational teachers’ leadership plays a regulatory role in generating the relationshipbetween motivation and academic achievement. Teachers play a regulatory role authoritarianleadership in vocational students pursue successful relationship motivation and academic achievement, the teacher-democratic leadership plays a regulatory role in vocationalstudents to pursue relationships with academic success motivation.