Impact of Principals' Leadership Behaviors on Teachers' Job Satisfaction and Performance: Multiple-Case Study of Kindergartens in China Through the Lens of Social Exchange Theory

Objectives This study aims to identify the leadership behaviors of kindergarten principals that influence teachers' job satisfaction and performance and to explore the impact of leadership on teachers through the lens of the Social Exchange Theory. Methods This study employs a multiple-case qualitative approach, focusing on principals and teachers from Q, S, and L kindergartens in Beijing. Data was collected through observations, interviews, and artifacts collection. The Constant Comparison Method, developed by Glaser and Strauss, was used to analyze the data. A total of 256 meanings, 49 concepts, 18 sub-categories, and 8 superordinate categories were established. Results The findings show that principals' behaviors such as “unselfishly looking after teachers,” “managing the organization warmly and effectively,” and “interacting with teachers like friends” foster a familial atmosphere and help teachers find purpose in their roles. These behaviors motivated teachers to lead a desire for reciprocal relationships while expressing a strong commitment to their work. Conclusions Grounded in Social Exchange Theory, the study elucidates the impact of principals' leadership on teachers' job satisfaction and performance, offering a theoretical foundation for designing leadership training programs for principals. Additionally, the identified leadership behaviors provide practical guidelines for principals' self-assessment and improvement, enabling them to better focus on nurturing a high-quality teaching team.