Student Perceptions of English Teachers Leadership Styles in Chinese Medical Universities: A CIP Model Analysis

This study investigates the leadership styles of English teachers in medical universities in Guangxi, China, through the lens of the Charismatic–Ideological–Pragmatic (CIP) leadership model. Drawing on survey responses from 332 undergraduates across three medical institutions, the study explores students’ perceptions of their teachers’ leadership behaviors and examines the influence of demographic variables such as gender and academic year. The findings reveal that charismatic (M=5.73, SD=1.140) and pragmatic (M=5.60, SD=1.173) leadership styles are perceived at consistently high levels, reflecting teachers’ strengths in building trust, motivating learners, and facilitating critical thinking. In contrast, ideological leadership received moderately high ratings but showed greater variability (M=5.16, SD=1.396). No significant gender differences were observed, but second-year students reported significantly more positive perceptions of teacher leadership than first-year students. The research outcome implied that the dominant role of relational and practical leadership traits and the importance of promoting inclusive and adaptive leadership practices in specialized higher education contexts.