Perceived positive teacher leadership and academic performance among university students in Zhejiang Province: The chain mediation of gratitude and subjective well-being

This study investigates the relationship between perceived positive teacher leadership and academic performance among university students in Zhejiang Province, focusing on the mediating roles of gratitude and subjective well-being. A survey of 678 university students was conducted using the Positive Teacher Leadership Scale, Gratitude Scale, Subjective Well-Being Scale, and Academic Performance Scale. Results revealed that perceived positive teacher leadership positively correlates with gratitude, subjective well-being, and academic performance. Additionally, gratitude and subjective well-being mediate the relationship between teacher leadership and academic performance. The findings suggest that positive teacher leadership influences academic performance both directly and indirectly through gratitude and subjective well-being.