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This study uses truth tables and necessary computations within fuzzy set qualitative comparative analysis, modeling linked parameter combinations tied to class teachers’ personal characteristics and leadership styles. Findings show democratic leadership as the most preferred by students and beneficial for achievement, while different characteristic combinations yield varying effects. 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The study finds that democratic leadership behavior is particularly helpful for student achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze the relationship between teachers’ qualities and student outcomes?",{"text":117,"@type":113},"The study develops truth tables and performs necessary computations using fuzzy set qualitative comparative analysis to examine how different parameter combinations influence academic performance.",{"name":119,"@type":110,"acceptedAnswer":120},"How do teachers’ personal characteristics relate to student academic progress?",{"text":121,"@type":113},"Research is debated, but the study summarizes findings that some teacher personal attributes may not be significantly related in certain studies, while other research reports significant contributions from factors such as gender, length of service, commitments, and discipline suitability.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595106,1792230437,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Influence of Class Teachers’ Leadership Behavior and Personal Characteristics on Student Academic Performance: A Study of Fuzzy Set Qualitative Comparative Analysis Citing H Middle School as a Case Study  \nHongyan Zhao, 1 Jiacheng Zhang2  \n1. Grain Reserves at Jilin Directly Managed Storehouse, Nanjing 210097, Jiangsu, China  \n2. Jiangsu Huajie Education Group, Zhangjiagang 215600, Jiangsu, China  \n\n| Abstract. Leadership behavior of classroom teachers has a significant impact on students’ academic success. However, little empirical research on this subject has been undertaken in China. By developing truth tables and doing necessary computations, this study examines the influence of differential combinations of parameters connected to class teachers’ qualities and leadership behavior on student academic performance. It has been discovered that the democratic leadership behavior displayed by class teachers is the most popular among students and is helpful to student academic achievement; the numerous combinations of linked characteristics have varying effects on student academic performance. The study compensates for a dearth of empirical research on the subject and sheds light on the process by which class teacher leadership influences student academic progress.\u003Cbr>Best Evidence in Chinese Education 2022; 10(2):1357-1373.\u003Cbr>Doi: 10.15354/bece.22.or042. |\n| --- |\n| How to Cite: Zhao, H., & Zhang, J. (2022). The influence ofclass teachers’\u003Cbr>leadership behavior and personal characteristics on student academic performance: A study offuzzy set qualitative comparative analysis citing H Middle School as a case study. Best Evidence in Chinese Education, 10(2):1357-1373. |\n\nKeywords: Leadership Behavior, Academic Performance, Class Teacher, Class Management, Qualitative Comparative Analysis  \nAbout Author: Hongyan Zhao, Central Grain Reserves, Jilin Directly Managed Storehouse, Nanjing 210097,  \nJiangsu, [China. E-mail:](China. E-mail: hy15605173005@163.com)[ ](China. E-mail: hy15605173005@163.com)[hy15605173005@163.com](China. E-mail: hy15605173005@163.com)  \nCorrespondence to: Jiacheng Zhang, Jiangsu Huajie Education Group, Zhangjiagang 215600, Jiangsu, China. E  \nmail: [1983167366@qq.com](1983167366@qq.com)  \nConflict of Interests: None.  \n© 2022 Insights Publisher. All rights reserved.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License  \n([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the Insights Publisher.  \nLiterature Review and Questions  \nChina has been adopting the class teacher system throughout the country since 1949. In China, a class teacher is expected to oversee both the overall management of the class and the teaching of a single subject. Each class teacher applies their own distinctive leadership style to student management. Teacher leadership behavior has long been a source of contention in Western countries, coining the term “Teacher Leadership” in educational literature in the 1950s (Lieberman & Miler, 2004) . Lambert and Harris (2003) argue that teacher leadership’s objective is to help and encourage students to acquire self-directed learning skills. Wu and Dai (2008) assert that teachers provide an example for pupils and influence them through their excellent moral character and knowledge. After reviewing prior research on teacher leadership, this study defines class teacher leadership as the all-encompassing effect a teacher can exert on students through the integration of personal teaching experience, expertise, teaching skills, and class management competence.  \nBased on the fundamental variable of “power,” Lewin, an American management scientist, divides teacher leadership into three categories: democra","cbCaiqtUDTTkxYW9","https://ap.wps.com/l/cbCaiqtUDTTkxYW9","pdf",388910,17,"English","# Literature Review and Questions\n## Teacher leadership in educational research\n## Leadership types and their relation to student progress\n## Teacher personal attributes and academic performance","[{\"question\":\"What impact does class teacher leadership behavior have on students’ academic performance?\",\"answer\":\"Leadership behavior of classroom teachers has a significant impact on students’ academic success. The study finds that democratic leadership behavior is particularly helpful for student achievement.\"},{\"question\":\"How does the study analyze the relationship between teachers’ qualities and student outcomes?\",\"answer\":\"The study develops truth tables and performs necessary computations using fuzzy set qualitative comparative analysis to examine how different parameter combinations influence academic performance.\"},{\"question\":\"How do teachers’ personal characteristics relate to student academic progress?\",\"answer\":\"Research is debated, but the study summarizes findings that some teacher personal attributes may not be significantly related in certain studies, while other research reports significant contributions from factors such as gender, length of service, commitments, and discipline suitability.\"}]","The Influence of Class Teachers’ Leadership Behavior and Personal Characteristics on Student Academic Performance - A Study of Fuzzy Set Qualitative Comparative Analysis - Citing H Middle School as a Case Study | PDF",1792080452,43]