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TOPIC:

THE IMPACT OF GENDER-BASED APPROACH TO THE UNDERSTANDING SENIOR

LEADERSHIP STYLE IN THE MANAGEMENT OF VOCATIONAL COLLEGES IN

SHANDONG, CHINA.

Name: Ma Yunxia

ID: 202109060056

SUPERVISOR： MEJAR DR. ABDUL RASHID BIN ABDULLAH

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Abstract

learners, educators, and the entire educational system continue to face challenging obstacles as a

result of gender issues in educational settings. In order to shed light on the many inequalities and

biases that prevent the creation of inclusive and equitable learning environments, this research

explores the varied nature of gender-related difficulties in learning instituions. Despite China's

advancements in economic and technological domains, gender inequalities endure within the

professional sphere, particularly in leadership positions. The significance of the current study is

founded on the ability to add to the body of knowledge existing on gender and leadership,

particularly in the area of vocational education. It provides new insights that are able to influence

leadership practices and policies in educational institutions with regards to gender and leadership

in the education system. The study adopts a descriptive methodology and a positivist philosophy

using a survey questionnaire to obtain relevant data from the research particioants.

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Table of Contents

CHAPTER ONE..............................................................................................................................................6
INTRODUCTION...........................................................................................................................................6
1.1 Introduction.................................................................................................................................6
The study aims to determine the impact of gender on leadership styles in the management of vocational
colleges, particularly in the context of China where there is a clear gender gap in a number of areas,
including politics and education. When compared to art-based courses, women are underrepresented at
vocational colleges that offer STEM (science, technology, engineering, and math) courses (Verdugo-
Castro et al., 2021). In order to address gender discrepancies and promote effective leadership
practices, it is crucial to understand how gender affects leadership practices and organizational
outcomes in the management of vocational colleges...............................................................................6
The study will concentrate on Shandong province in China, which is renowned for its success in
vocational education (Guo & Wang, 2020). According to the Shandong Provincial Bureau of Statistics
in 2022, there are 75 higher vocational schools in Shandong province, and the province’s higher
vocational there are 881,783 students, 51,079 teaching staff and 38,690 full time teachers. In order to
ensure that the sample has diverse and representative, Shandong province was chosen at random from a
list of the top 10 provinces for vocational education. In order to achieve effective leadership in
educational management, Shandong's vocational colleges may make certain improvements. This study
aims to identify the leadership styles used in the management of vocational colleges in Shandong,
investigate whether gender is taken into account when hiring employees, examine the impact of fringe
benefits like training, skills, and financial rewards on educational management, and identify these
areas. 6
The results of this study should provide important light on the interaction between gender and
leadership philosophies in the administration of vocational colleges. Vocational college administrators,
faculty, and staff will be surveyed, interviewed, and data from documents will be analyzed as part of
the research's qualitative and quantitative methodologies. To find patterns, trends, and themes relating
to leadership styles, gender considerations in hiring, and the impact of fringe benefits on educational
management, the data will be studied using statistical approaches and thematic analysis.......................7
This study is significant because it could add to the body of knowledge already available on gender and
leadership, particularly in the area of vocational education. The study may provide fresh insights that
can influence leadership practices and policies in educational institutions by looking at how gender
affects leadership styles in the management of vocational colleges. The results of this study may also
have practical implications for Shandong and other Chinese provinces' vocational colleges, as they may
point out areas that require development to achieve effective leadership in educational management,
such as encouraging gender diversity in leadership roles and providing adequate fringe benefits for
staff members..........................................................................................................................................7
1.2 Research Background..................................................................................................................7
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1.3 Problem Statement.....................................................................................................................12

1.4 Research question......................................................................................................................13
1.5 Research objective...........................................................................................................................14
1.6 Research Significance......................................................................................................................14
1.7 Structure of the Reserch Proposal....................................................................................................15
1.8 Summary.........................................................................................................................................16
CHAPTER TWO...........................................................................................................................................17
LITERATURE REVIEW..................................................................................................................................17
2.1 Overview.........................................................................................................................................17
2.2 Feminism theory..............................................................................................................................18
2.3 Contingency theory of leadership....................................................................................................21
2.4 Transformational theory of leadership.............................................................................................24
2.5 Corporate Culture............................................................................................................................27
2.6 Management of Higher Vocational Colleges...................................................................................29
2.7 Leadership positions in China..........................................................................................................31
2.8 Gender Equality in Chinese Higher Education................................................................................32
2.9 Gender differences in leadership positions......................................................................................33
2.10 Gender Equality.............................................................................................................................36
2.10.1 Personal Traits........................................................................................................................38
2.10.2 Experience (Year)....................................................................................................................39
2.10.3 Leadership traits.....................................................................................................................41
2.11 Senior leadership style in Organizational Management.................................................................43
2.12 Conceptual framework...................................................................................................................45
2.13 Hypothesis development................................................................................................................45
2.14 Chapter Summary..........................................................................................................................48

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CHAPTER ONE

INTRODUCTION

1.1 Introduction

The study aims to determine the impact of gender on leadership styles in the management of

vocational colleges, particularly in the context of China where there is a clear gender gap in a

number of areas, including politics and education. When compared to art-based courses, women

are underrepresented at vocational colleges that offer STEM (science, technology, engineering,

and math) courses (Verdugo-Castro et al., 2021). In order to address gender discrepancies and

promote effective leadership practices, it is crucial to understand how gender affects leadership

practices and organizational outcomes in the management of vocational colleges.

The study will concentrate on Shandong province in China, which is renowned for its success in

vocational education (Guo & Wang, 2020). According to the Shandong Provincial Bureau of

Statistics in 2022, there are 75 higher vocational schools in Shandong province, and the

province’s higher vocational there are 881,783 students, 51,079 teaching staff and 38,690 full

time teachers. In order to ensure that the sample has diverse and representative, Shandong

province was chosen at random from a list of the top 10 provinces for vocational education. In

order to achieve effective leadership in educational management, Shandong's vocational colleges

may make certain improvements. This study aims to identify the leadership styles used in the

management of vocational colleges in Shandong, investigate whether gender is taken into

account when hiring employees, examine the impact of fringe benefits like training, skills, and

financial rewards on educational management, and identify these areas.

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The results of this study should provide important light on the interaction between gender and

leadership philosophies in the administration of vocational colleges. Vocational college

administrators, faculty, and staff will be surveyed, interviewed, and data from documents will be

analyzed as part of the research's qualitative and quantitative methodologies. To find patterns,

trends, and themes relating to leadership styles, gender considerations in hiring, and the impact

of fringe benefits on educational management, the data will be studied using statistical

approaches and thematic analysis.

This study is significant because it could add to the body of knowledge already available on

gender and leadership, particularly in the area of vocational education. The study may provide

fresh insights that can influence leadership practices and policies in educational institutions by

looking at how gender affects leadership styles in the management of vocational colleges. The

results of this study may also have practical implications for Shandong and other Chinese

provinces' vocational colleges, as they may point out areas that require development to achieve

effective leadership in educational management, such as encouraging gender diversity in

leadership roles and providing adequate fringe benefits for staff members.

1.2 Research Background

Leadership style refers to the manner in which a leader approaches their role and interacts with

their subordinates. It encompasses a range of behaviors, attitudes, and practices that influence

how leaders lead and manage their teams. Leadership styles can vary greatly depending on

various factors, including the leader's personality, background, and experiences (Kanwal et al.,

2019).

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The impact of gender on leadership positions in China has been noteworthy, owing to the

country's rich cultural and social heritage that has played a pivotal role in shaping conventional

gender roles. Despite recent progress, gender inequalities continue to exist in Chinese society,

particularly in the realm of leadership roles. Throughout history, conventional gender roles in

China have prioritized male authority and female compliance (Qing, 2020). Confucianism, a

prominent philosophical and ethical framework in China, has advanced the concept of "male

governance in the public sphere, female governance in the private sphere," which has sustained

the belief that men are more adept at assuming leadership roles, while women are anticipated to

undertake household duties. The cultural belief in question has exerted a noteworthy impact on

the portrayal of women occupying leadership roles within the context of China.

Despite China's advancements in economic and technological domains, gender inequalities

endure within the professional sphere, particularly in leadership positions. As per a report

published by the World Economic Forum, China's rank in the Global Gender Gap Index is 106

out of 156 countries, which suggests a significant gender disparity in multiple domains of

society, including leadership roles. There are multiple factors that contribute to this discrepancy

(Ng et al., 2021). Initially, it is noteworthy that conventional gender stereotypes and biases

persist in influencing the assessment of women's aptitude for leadership roles in China. Cultural

norms that are deeply ingrained tend to prioritize male-associated traits such as assertiveness,

confidence, and ambition in relation to leadership, while female-associated traits such as

nurturing, empathy, and modesty are commonly perceived as less advantageous for leadership

positions (Hsu et al., 2021). The existence of stereotypes could potentially result in inadvertent

prejudices in the professional setting, which could ultimately impede the progression of women

into higher-ranking managerial roles.

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Moreover, the enduring gender disparity in household duties significantly affects the professional

advancement of women in China (Yang & Gao, 2021). The conventional gender norms that

designate women as the primary caregivers and household managers can impose a considerable

weight on women who aspire to leadership positions. The demand to manage both familial and

occupational obligations frequently leads to women encountering obstacles in allocating

comparable amounts of time and energy towards their professional endeavors, thereby restricting

their capacity to pursue leadership roles. In addition, women in leadership roles in China

encounter obstacles stemming from structural and systemic barriers. The presence of

conventional hierarchical structures in various organizations and industries in China may

potentially impede women's opportunities to attain leadership positions. The perpetuation of

gender imbalance in leadership positions is exacerbated by the inadequate representation of

women in decision-making processes and boards of directors. Furthermore, women's progression

into leadership roles is impeded by restricted access to networking prospects and mentors,

alongside prejudicial practices such as inequitable remuneration and promotion prospects

(Sarwar & Imran, 2019).

Notwithstanding the obstacles, advancements have been achieved in mitigating gender

inequalities in leadership roles within China. The Chinese government has instituted policies and

initiatives with the objective of advancing gender parity, such as the National Women's

Development Plan and the Anti-Domestic Violence Law (X. Wang et al., 2022). The

aforementioned endeavors endeavor to enhance the accessibility of education, employment, and

leadership prospects for women, and foster gender diversity in leadership positions. In addition,

an increasing recognition and support for gender parity has been observed in China, where

several non-state entities, advocates, and enterprises are dedicated to advancing female
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leadership. Numerous corporations have initiated diversity and inclusion initiatives, such as

gender diversity objectives, mentorship programs, and adaptable work schedules, to advance

gender parity within their establishments.

Additionally, an increase has been observed in the proportion of women who are challenging

conventional gender roles and striving for leadership positions in China. The number of women

pursuing advanced education and developing professional competencies has been on the rise,

leading to a greater representation of women in the workforce. Female entrepreneurs are playing

a noteworthy role in the economic landscape of China, as evidenced by the increasing traction of

startups led by women across diverse sectors. As more women enter leadership roles in

traditionally male-dominated fields, including vocational education, there is a need to examine

how gender influences understanding senior leadership styles and the impact it has on the

management of vocational colleges. Traditionally, leadership has been associated with masculine

traits such as assertiveness, competitiveness, and independence, which are often associated with

an autocratic or directive leadership style. However, with the increasing presence of women in

leadership roles, there is a growing recognition that feminine traits such as empathy,

collaboration, and inclusiveness can also be effective in leadership, and are associated with a

more democratic or participative leadership style (Wagner et al., 2022).

Educational in China has experienced various reforms and policies to achiehive, education

quality, uniuversal education, gender balance and inclusivity and relevance of lrearnt skills. To

ensure that there is roughly an equal number of students enrolled in vocational and regular high

schools, the most recent policy, put into effect in 2022, is a change to the "Secondary Streaming"

policy. The Secondary Streaming (SSC) program, which mandates a 5:5 split between general

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and vocational education, has greatly elevated the significance of the SSC examinations (Yin &

Lai, 2021). Vocational education and training encompasses technical and skill-based education

and instruction, typically for careers requiring manual or practical abilities (VET). Training both

inside and outside of the formal education system (such as pre-employment training and on-the-

job-training institutions) are the two primary forms of vocational and technical education.

Vocational education and training have been prioritized by the Chinese government ever since

1949, when the People's Republic of China was established (Liu & Hardy, 2021). During the

reform and openness period, the government made more efforts to support VET, as evidenced by

the Vocational Education Law of 1996 and the State Council's Decision on Vigorously

Promoting the Reform and Development of VET in 2002. The vocational education in china is

aimed to produce skilled and semi skilled individuals who will work in diferent sectors of

China’s robusting economy. This implies that educational management will not only influence

the organizational leadership styles but also will influence the competence demonstrated by

students upon gradution from collges (Legusov et al., 2022). The current status of female

students in TVETS in China indicates that females are in low numbers. Some social factors

restrict women to their conventional roles, therefore the few women who do enroll in TVET

choose to study fields like food, health, and services. This created a gender gap in business

success, painting female entrepreneurs as having poor potential and low productivity, which had

a deleterious effect on the economy. Women face discrimination in almost every sphere of

society, but the technical and scientific realms are particularly stigmatized (Serrano‐Pascual &

Carretero‐García, 2022). Senoir leadership style is considered significant for this study as it

employs diverse leadership approaches that accommodates diferent contexts and students from

diverse socio-cultural backgrounds thus achieving institutional performance.

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1.3 Problem Statement

Gender issues continue to be a major concern in a variety of fields, including education. The

persistence of gender-related issues in educational settings, such as schools and colleges, is a

substantial impediment to developing truly inclusive and equal learning environments.

Despite efforts to promote gender equality and combat gender-based discrimination, a variety

of difficulties continue to affect students, educators, and the educational system as a whole

(Hayward, & Karim, 2019).

Despite China's advancements in economic and technological domains, gender inequalities

endure within the professional sphere, particularly in leadership positions. Cultural norms

that are deeply ingrained tend to prioritize male-associated traits such as assertiveness,

confidence, and ambition in relation to leadership, while female-associated traits such as

nurturing, empathy, and modesty are commonly perceived as less advantageous for

leadership positions (Hsu et al., 2021)

The demand to manage both familial and occupational obligations frequently leads to women

encountering obstacles in allocating comparable amounts of time and energy towards their

professional endeavors, thereby restricting their capacity to pursue leadership roles (Hsiung

et al., 2020). In addition, women in leadership roles in China encounter obstacles stemming

from structural and systemic barriers, an increasing recognition and support for gender parity

has been observed in China, where several non-state entities, advocates, and enterprises are

dedicated to advancing female leadership (Dian, 2020). Numerous corporations have initiated

diversity and inclusion initiatives, such as gender diversity objectives, mentorship programs,

and adaptable work schedules, to advance gender parity within their establishments. Despite

the growing emphasis on diversity and inclusion in leadership, there is limited research on

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how gender influences leadership styles in the context of vocational education in Shandong,

China(Sasikala, 2022). The existing literature on leadership styles predominantly focuses on

Western theories and may not fully capture the unique cultural and contextual factors that

shape leadership practices in China (Liang, 2022). There is therefore a lack of detailed

research into how gender-based issues influence senior leaders' leadership methods at

Shandong's vocational colleges, although several studies have looked at gender variations in

leadership in diverse situations, there is a scarcity of study on vocational institutions in this

region (Zhu et al., 2022).

This research aims to explore how gender influences the leadership styles of senior leaders in

vocational colleges in Shandong, China, and how gender-based approach can contribute to a

more nuanced understanding of leadership practices in this context. By addressing this gap in

the literature, this research will contribute to the knowledge on leadership, gender, and

vocational education in the Chinese cultural context, and provide insights for improving

leadership practices in vocational colleges in Shandong, China

1.4 Research question

1. What are the main leadership styles used by educational leaders in Shandong vocational

colleges?

2. How does culture and tradition influence senior leadership styles in educational

management of vocational collegses in China?

3. How fringe benefits (training, skills, and monetary rewards) play a role in leadership

effectiveness and school improvement?

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4. How do application of senior leadership style challenge female leaders in educational

management of vocational colleges.

1.5 Research objective

This study has attempted to provide some answers to the following research questions:

1. To analyze the leadership styles and personality traits utilized by leaders in vocational
colleges for educational management.

2. To determine how culture and tradition influence the senior leadership styles in the
educational management of vocational colleges.

3. To examine the role played by fringe benefits, encompassing training, skills, and monetary
rewards, in enhancing leadership effectiveness.

4. To evaluate the challenges experienced by female leaders in the application of senior

leadership styles within the educational management of vocational institutions.
1.6 Research Significance

The findings of this study may help policy makers to review the guidelines that are used to

employ and promote leaders in managing educational institutions in China. The results will also

help the vocational collges to get an insight on the level of gender disparity in leadership

positions and forge ways of bridging the gap

The findings of this study provide a clear overview and an opportunity to experience the impact

of gender on educational leadership positions in Chinese management. This study may give the

future researcher a clearer idea to stand for better research related to this study, and he also has a

good idea for his research. Gender is one of the issues when you apply for a job, and in our

country, some business owners choose men over women. Gender indirectly impacts leadership

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claims, mediated by community orientation and moderated by organizational identification. This

study seeks to determine whether women have higher leadership aspirations than men when they

identify more strongly with their organization because they are more community oriented. The

male dominance of senior positions has created a minority of female leadership in schools

(Macias & Stephens, 2019). The study also provides evidence that women have had to

overcome gender biases and barriers to entry based solely on their gender. Stereotypic

perceptions and expectations are imposed on school leaders based on gender.

1.7 Structure of the Reserch Proposal

Chapter One: This chapter elaborates on the fundamental concepts of the research topic:

introduction of research, research background, and the importance of the reserch. Apart from

that, this chapter clearly describes the research objectives, questions, and structure of the

proposed research.

Chapter Two: The chapter presents the review of literature related to gender based approaches

to senior leadership styles in educational management in vocational institutions in China.

Leadership styles, corporateculture, management of higher institutions, leadership positions,

gender differences, gender equality are the major components that have been discussed in the

chapter. In addition the chapter presnts the the theoretical frameworks and the conceptual

frameewok that depicts the relationship between the independent, dependent and intermediate

cariables.

Chapter Three: This chapter presents the research philosophy, the research design, location of

the study, target population, Sampling procedure and sample size calculation, Instruemntation,

validity and reliability . The chapter also presents data analysis and ethical issues considerations.

Chapter Four: this chapter presents the findings and analysis of the research findings.
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Chapter Five: This chapter will present the summary of research findings, conclusins,

recommendations and suggestions for further research.

1.8 Summary

This chapter presents the general information and overview of the research topic, objectives,

problems, significance of the paper, research questions, and the general outline of the article. The

information presented in this chapter is crucial for the findings and discussions of the general

paper willing to give the reseach the available for conducting the research. In the next chapter, a

theoretical framework will be developed to more clearly establish the relationships between these

variables. This is an independent project with the following independent variables: Main

leadership styles, variation of leadership styles based on gender,position held,recruitment

policies, appointment to leadership positions, Culture and tradition, and other factors like

training and skills. On the other hand, the independent variable for this study is senior leadership

styles.

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CHAPTER TWO

LITERATURE REVIEW

2.1 Overview

This section offers an intuitive study of the various literature centered on the leadership position

of women in Chinese education administration, as postulated by a variety of researchers from

across the China. The section highlights fourteen main problems that readers should understand

about the position of women in leadership in China. Perspectives on female leadership are

discussed with a particular emphasis on how they integrate into society. Furthermore, the section

focuses on the current situation of female leadership in China,. Furthermore, the debate examines

the evolution of support for women in leadership in China. Additionally , this section will

present the undepping therores adopted for this reseach proposal and the reason as to why they

were chosen for the purpose of this reseah propoposal paper. This chapter will look at the

different problems connected with attaining gender parity among Chinese higher education

administrators, such as the necessity for continued study on female underrepresentation and

coordinated efforts to achieve equality from many areas of Chinese society. Global and Chinese

perspectives on female leadership in academia and other professions will be examined in order to

discover trends and guide collaborative advancement initiatives. In compared to the majority of

previous research on female leaders in China. This section compares and contrasts the Western

literature on women in leadership positions in China with the domestic context. As a

consequence, the researcher will have a better understanding of the condition of women's

underrepresentation in both the patriarchal Chinese and worldwide contexts. This article was

written to help anybody seeking to improve the representation of women in administrative posts

at academic institutions and beyond. Under the legislation, the federal government, state
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governments, and educational institutions are all responsible for ensuring that all applicants are

treated properly in the workplace. To conclude off this section, we address how to inspire more

women to take on leadership roles in China and worldwide. Essentially, the purpose of this

chapter is to investigate the relationship between the independent variables of main leadership

styles, variation of leadership styles based on gender, position held, recruitment policies,

appointment to leadership positions, culture and tradition, and other factors such as training and

skills, and the dependent variable of senior leadership styles. Managers' leadership styles have

shifted in the aftermath of the epidemic. These modifications have assisted them in keeping their

firm viable during these trying times. In this section, we will analyze leadership ideas that have

benefited managers in today's corporate world. But first, let's examine the some of leadership

theories related to the study.

2.2 Feminism theory

Feminism theory, rooted in the belief that gender equality is a fundamental human right,

challenges traditional male and patriarchal leadership approaches as repressive and even

poisonous. These approaches often lack transparency, accountability, and inclusivity, whereas

feminist leadership emphasizes honesty, mutual learning, and inclusiveness. Feminist leadership

offers tangible ways to better understand, appreciate, and respond to numerous, overlapping

power structures and inequities that exist in organizations and networks, and how these systems

influence all individuals (Seijts & Milani, 2022). This assumption gives rise to an analysis

within the scope of the study into the ways in which prevalent gender norms influence both the

perception and the actualization of different leadership styles inside vocational colleges

(Garland-Thompson, 2022). The fact that these norms are manufactured rather than innate

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enables the research to obtain insight into the ways in which gender biases may alter the

dynamics of leadership.

Another key aspects of feminist leadership is its intersectional approach. Feminist leadership

encourages individuals to examine not only inclusiveness and diversity in their professional

relationships, but also to recognize that their lived experiences shape how they show up in

different settings. This recognition allows for a more holistic and inclusive approach to

leadership, where individuals are encouraged to embrace their unique perspectives and

backgrounds (Sharma, 2019). As a result, feminist leadership strives to create spaces where

everyone can exercise their agency and realize their full potential, regardless of their gender,

race, sexual orientation, or any other intersecting identities. This inclusive approach provides

women in leadership positions with the opportunity to showcase their potential and prove their

effectiveness in different management styles, breaking free from traditional gender norms and

expectations (Tabassum & Nayak, 2021). This perspective illustrates in the study how gender is

not the only factor that might determine a person's approach to leadership. On the other hand, the

intersection of gender with other facets of identity could result in distinctive methods of

leadership (Honig, 2021). This presumption paves the way for a nuanced investigation of the

ways in which different aspects of one's identity influence how leadership practices are carried

out.

The theory further assumes that discrimination based on gender exists not as isolated instances

but is embedded in the fundamental fabric of society. It's an admission that there are structural

inequalities and unequal results because of the way men and women are treated when it comes to

access to power, resources, and opportunities. In essence, this presumption draws attention to the

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existence of institutional impediments that prevent women from achieving parity with males and

advancing to positions of leadership. This presumption drives this investigation, which

acknowledges that power dynamics aren't discrete but rather pervasively integrated into the

educational landscape, into a deep exploration of the complex dynamics of leadership inside

vocational institutions (Lu et al., 2020), this fact begs the question of how the balance of power

affects the development, reception, and popularity of different types of leadership. This

assumption additionally assists this study to see how gender disparity in the workplace manifests

itself. It prompts us to question whether these long-standing cultural norms and expectations

support or undermine particular leadership practices.

The feminist theory also assumes that traditional patriarchal systems maintain and perpetuate
unequal gender power dynamics. It necessitates a critical analysis of these systems, which
frequently place males in dominant roles and women in subordinate ones. The assumption
necessitates a thorough analysis of how these systems affect various aspects of society,
perpetuate gender stereotypes, and affect the distribution of power and resources. Based on this
assumption, the research will investigate the ways in which patriarchal norms and structures have
an effect on leadership practices inside vocational colleges. The research investigates if some
leadership styles are accidentally influenced by patriarchal beliefs, hence maintaining gendered
expectations and biases. This is accomplished by recognizing the historical and sociological
circumstances in which the research was conducted. Furthermore, the assumption drives the
study to analyze the difficulties that female leaders can face as a result of deeply ingrained
patriarchal institutions. It invites scholars to study if traditional leadership styles that prefer
masculine traits inhibit the advancement and effectiveness of female leaders who could possess
other leadership abilities (Morley & Lund, 2021). In particular, it urges researchers to investigate
whether traditional leadership styles favor masculine traits.

Feminism theory fifth assumption challenges the traditional gender norms that attribute
particular characteristics and behaviors to each gender. It promotes a more inclusive view of
gender, eschewing the notion that certain characteristics are inherently associated with
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masculinity or femininity (Liu et al., 2021). This assumption assumes great significance in the
context of the study concentrating on senior leadership styles in vocational colleges, shaping the
study's orientation and analytical approach. Based on this premise, the study investigates
leadership styles that transcend the confines of traditional gender norms. By recognizing that
effective leadership qualities are not gender-specific (Jennings, 2019), researchers investigate
how a broader spectrum of leadership attributes can be equally effective regardless of the leader's
gender identity.Furthermore, the assumption motivates the study to evaluate critically how these
gendered expectations may affect the acceptance and recognition of particular leadership styles.
Recognizing that leadership styles need not be constrained by societal gender assumptions. This
investigation illuminates how leaders, regardless of gender, can incorporate traditionally
masculine and feminine qualities into effective leadership approaches that resonate across the
board (Arvin, 2020). In addition, the assumption necessitates a reevaluation of the influence and
redefinition of societal norms by leadership practices. It necessitates an investigation into
whether vocational colleges cultivate leadership approaches that challenge and transform the
prevalent gendered expectations that permeate society as a whole.

The theory’s sixth assumptions calls for advocacy for institutional change as the assumption
argues that toward gender parity necessitates not just personal change but also institutional
reforms. It acknowledges that changing institutional behaviors and policies are necessary for
eliminating gender inequality (Benstead, 2021). This presumption emphasizes the need to strive
toward changing institutional frameworks in ways that are more gender-neutral. The study is
motivated by the assumption, which leads researchers to examine the ways in which vocational
colleges' institutional norms and practices either exacerbate or mitigate gender inequality. The
study investigates whether these organizations unintentionally preserve gendered leadership
dynamics or actively work toward transforming them, keeping in mind that achieving gender
equality requires systemic adjustments (Koobak & Thapar, 2021). In addition, the assumption
directs the research into determining if vocational colleges are catalysts for change in promoting
leadership styles that dismantle stereotypical gender roles. It prompts researchers to examine
whether or not these organizations actively foster gender-neutral spaces for their employees and
students (Shih et al., 2019).

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2.3 Contingency theory of leadership

The contingency theory of leadership has been applied in various fields, including the

management of educational institutions. In the context of educational management, the

contingency theory emphasizes the importance of leaders adapting their leadership styles to the

specific needs of the educational institution, its environment, and its stakeholders.One key aspect

of the contingency theory in educational management is the recognition that different educational

institutions may require different leadership approaches based on their unique characteristics,

such as size, culture, and goals (Heller, 2019). For example, a vocational college may have

different leadership needs compared to a large research university. A leader in a small institution

may need to have a more hands-on and personalized approach, while a leader in a larger

institution may need to adopt a more decentralized and team-based leadership style. Moreover,

the contingency theory emphasizes the importance of considering the external environment in

which educational institutions operate. Factors such as the political, economic, and social context

of the institution can impact its leadership requirements. For instance, during times of economic

downturn or changing regulations, leaders may need to be more adaptive and responsive in their

leadership styles to navigate challenges and seize opportunities (Tsolka, 2020).

Furthermore, the contingency theory highlights the significance of considering the needs and

characteristics of the followers in educational institutions. Different stakeholders, such as faculty,

students, staff, and parents, may have different expectations and preferences in terms of

leadership. Leaders need to understand and respond to these diverse needs by tailoring their

leadership styles accordingly (Haslam et al., 2021). In practice, the contingency theory can

inform the management of educational institutions by providing a framework for leaders to

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assess and adapt their leadership styles based on the specific situation. For example, leaders may

need to adopt a more participative leadership style when working with a team of experienced

faculty members who are capable of making decisions, while they may need to be more directive

and authoritative when dealing with a crisis situation that requires quick decision-making and

clear communication (Elsetouhi et al., 2023). By recognizing that leadership is contingent upon

the unique context of the educational institution, leaders can better align their leadership

approach with the needs of the institution and its stakeholders.

It is important to note that the contingency theory does not prescribe a specific leadership style as

universally effective. Rather, it emphasizes the need for leaders to be flexible and adaptable in

their approach, and to carefully assess and match their leadership style with the situation at hand.

This requires leaders in educational institutions to possess a keen understanding of the

institution's context, environment, and stakeholders, and to continually adapt their leadership

approach as the situation evolves. The adoption of the contingency theory of leadership in this

study can help the paper meet its objectives by providing a framework for understanding the

different forms of leadership styles that have been adopted in most higher educational

institutions. By recognizing that leadership is contingent upon the specific situation and the

needs of the followers, this theory can shed light on the complex dynamics of leadership in

higher education and provide insights into how leaders can effectively navigate the challenges

and opportunities that arise in this context.

The Contingency Theory of leadership is highly pertinent to the study’s examination of senior

leadership styles in vocational colleges. This theory emphasizes the concept that good leadership

is not universally applicable, but rather contingent upon the specific circumstances and factors

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present in a particular environment (Heller, 2019). In the context of vocational colleges, which

encompass a range of difficulties, stakeholders, and objectives, the Contingency Theory provides

useful insights on the adaptability of various leadership styles within this complex setting (Uslu,

2019). This phenomenon stimulates scholarly investigation into the strategies employed by top

executives in vocational institutions as they manage the complex dynamics inherent in their

roles. These leaders must adapt their leadership techniques in response to the unique problems

they face, the prevailing institutional culture, and the various requirements of both students and

staff.

Furthermore, the theory’s focus on adaptability and situational fit strongly corresponds with the

aims of the study. Through a careful examination of the manner in which senior leadership styles

intersect with the continuously evolving educational environment, this study acquires valuable

knowledge on the fluid and dynamic characteristics of leadership within vocational schools

(Kundu & Mondall 2019). The Contingency Theory significantly strengthens the analytical

framework of the study by acknowledging the intricate nature of leadership in vocational

colleges and offering a perspective to understand how leadership styles adjust and flourish in

various educational contexts.

2.4 Transformational theory of leadership

Transformational leadership originated in Western culture, and it is now recognized as a

dominating leadership style in the Western commercial setting. Researchers discovered that in

businesses outside of the North American context, such as Asia and Latin America, leader

behaviors differ significantly from transformational leadership. According to Yang, (2020),

management leadership in China is essentially transactional rather than transformative.

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Leadership principles and behavioral approaches that are prevalent in Asian commercial

organizations include didactic leadership, moral leadership, centralized power, and keeping

social distance with subordinates (Yang, 2020).

The transformational theory values leaders who have positive relationships with their team

members. Transformational leaders have a strong effect on their teams and are committed to

attaining corporate objectives via influence and inspiration. To avoid problems, they also verify

that the team's goals are aligned with the business's objectives.Transactional leadership theory

may be utilized to pursue good change in the organization in today's commercial climate. It can

also aid in the formation of strong bonds between leaders and their teams.Transformational

leadership theory has gotten a lot of scholarly interest from people all around the world.

Xiaoping & Hua, (2019) work inspired this hypothesis, which was further expanded by Castilla-

Polo et al., (2020) and others (Yang, 2020). The power of the leader to drive people to do more

than they meant to accomplish is the central concept of transformational leadership theory

(Castilla-Polo et al., 2020). Transformational leaders motivate followers to put the organization

ahead of their personal self-interests and are capable of having a significant and astonishing

impact on their followers (Nakamba, 2022).

The transformational theory of leadership values leaders who foster positive relationships with

their team members and inspire them to achieve beyond their perceived capabilities. This theory

has gained significant scholarly interest and has been widely studied in the field of leadership

research in recent years (Siangchokyoo et al., 2020). Transformational leadership is

characterized by leaders who are committed to attaining corporate objectives through influence,

inspiration, and empowerment of their team members (Purwanto et al., 2021)

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One of the central concepts of transformational leadership theory is the ability of leaders to

create a compelling vision for the future and inspire their team members to share that vision.

This is achieved through the use of charisma, which involves effective communication, instilling

confidence, and creating enthusiasm among team members (Men et al., 2020). Charismatic

leaders are able to connect with their team members on an emotional level, gain their trust, and

build strong relationships based on mutual respect and admiration.

In addition to charisma, transformational leaders also exhibit other key behaviors. They provide

individualized consideration, taking the time to understand the needs and aspirations of each

team member, and providing support, coaching, and mentoring to help them reach their full

potential (Purwanto et al., 2021). Transformational leaders also stimulate intellectual curiosity

and creativity among their team members by challenging them to think critically, encouraging

innovation, and fostering a culture of continuous learning . Furthermore, transformational leaders

emphasize shared values and a sense of purpose. They articulate a compelling vision and align

the team's goals and objectives with that vision, creating a sense of meaning and direction for

their team members (Li et al., 2019). This sense of purpose helps team members understand the

broader significance of their work and motivates them to contribute to the overall success of the

organization (Purwanto et al., 2021).

Research has shown that transformational leadership has a positive impact on various

organizational outcomes. For example, studies have found that transformational leadership is

associated with increased employee job satisfaction, organizational commitment, and

performance (Eliyana et al., 2019). Transformational leaders are also more likely to have teams

that are highly motivated, innovative, and adaptable to change. Cultural factors can influence

leadership behaviors, and what may be considered effective in one culture may not be as
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effective in another (Crede et al., 2019). For example, in some collectivist cultures, where

harmony and deference to authority are highly valued, transformational leadership may be less

prevalent compared to more directive and authoritarian leadership styles.

The Transformational Leadership Theory offers a pertinent framework for examining senior
leadership styles within vocational colleges. The theory places significant importance on the
ability to inspire and motivate followers, so encouraging them to attain elevated levels of
performance (Dappa & Aljarah 2019). This aspect holds particular relevance within the realm of
educational management.. This study aims to investigate the ways in which senior leaders
employ their charismatic attributes and appealing vision to establish a dynamic educational
setting that inspires both students and staff to beyond their personal capabilities. Furthermore,
the theory's focus on customized consideration is in perfect alignment with the aims of the study.
In the context of vocational institutions, it is evident that the educational experiences of
individual students vary significantly, while the faculty members, characterized by their different
backgrounds, possess distinct strengths and face distinct problems (Chen et al., 2021). The
Transformational Leadership Theory motivates scholars to explore how senior leaders within
these organizations foster a climate of individualized assistance and guidance, tailored to the
unique requirements and ambitions of each person (Chen & Shao, 2022). Through the utilization
of transformational leadership behaviors, senior leaders have the ability to establish an
environment in which both students and staff members see a sense of worth, thereby cultivating a
constructive educational encounter and promoting individual development (Apore & Asamoah,
2019). The theory under examination places emphasis on the alignment of leadership techniques
with the specific demands of followers. This aspect adds to the overarching objective of the
study, which is to get a comprehensive understanding of how senior leadership styles influence
the management and outcomes of vocational colleges.

2.5 Corporate Culture

Corporate culture is among the most common leadership stsyles in most vocational colleges in

Shandong, China. As such, it is one of the leadership styles that is used to regulate and lead most

vocational schools in China, as stated in (Ni et al., 2022). Aside from a belief system and value

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system that all members of the organization must adhere to, there is also a code of behavior that

all employees in the organization must understand (Yang, 2020). Furthermore, Yang, (2020)

stated in their paper that corporate culture is prevalent in most school leaderships and

organizations because it fosters employee trust.It also ensures that the individual in leadership

and the organization consider very important aspects of the organization that can be used to

implement changes. Corporate culture, as a behavior mechanism, may steer and affect workers'

attitudes and actions (Nakamba, 2022). As a result Ni et al., (2022), the authors of the paper

managed to identify corporate culture as a critical determinant in organizational performance,

categorizing it into four dimensions: engagement, consistency, adaptability, and mission.

Additionally, Nakamba, (2022) in the paper also indicates that through decision-making

empowerment, organizational teambuilding, and human resource development, effective

companies promote employee empowerment and dedication to make a difference at all levels.

Moreover, cooperation in vocational leadership manages to promote shared thinking among the

top organizational leadership and also improves the management structure that is connected to

the establishment of internal governance structures based on mutual consent (Li et al., 2022).

This is one of the strategies that is always implemented in schools and organizations in order to

increase organizational integration. Additionally, adoptability in the organization allows most

organizations to respond to the effectiveness of the internal system of leadership management

and the external changes and innovations that may come about in a school or any organizational

context. Moreover, for organizations in the process of growth and expansion, there can be

organizational rigidity, organizational agility, and stability; adaptive organizations will take

effective measures to address these problems in order to meet the needs of their environment.

This is a very important aspect because it manages to increase organizational performance and

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also improves the dimension that expresses the organization's future vision. It also manages to

specify the organization's objectives and tactics; it also develops and prioritizes the

organization's vision (Yang, 2020). As a result, as implied by the preceding statement, corporate

culture is a multidimensional result of internal and external compatibility, rich ideas,

expectations, and attitudes that not only pervade all employee levels within the company but also

change the behavior patterns, strategies, and goals of the entire organization to meet the

challenges of the market environment (Yang, 2020). This aspect is illustrated in the figure below;

it defines the process of corporate culture and its functions based on the findings of most

institutions.

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Figure 2. The aspects and purposes of corporate culture

2.6 Management of Higher Vocational Colleges

women Leadership in schools is a very vital component of the higher vocational college

administration in China. As such, women's management is a very important aspect of improving

the healthy development of students in higher vocational institutions, the degree of teaching

quality, and the development of various teaching management duties. As such, according to Gao,

(2021), the key driving factor for cultivating women in colleges is for them to enter society and

realize their self-worth through their self-management ability. The essay investigates approaches

to increasing college students' self-management ability by analyzing the meaning and features of

self-management ability (Gao, 2021). "A Brief Discussion of Women's Self-Management in

Higher Vocational Colleges" explains the connotative characteristics of students' self-

management in higher vocational colleges, the status quo of students' self-management in higher

vocational colleges, and an analysis of countermeasures for students' self-management in higher

vocational colleges (Benabdallah, 2020). As such, Benabdallah, (2020) stated that it is always

critical for higher vocational colleges and the problems in student management to continuously

improve management levels and methods. As a result, the student management of today's higher

vocational institutions may adapt to the needs of today's education job (Gao, 2021). "A Brief

Analysis of the Research on Innovation in Women's Management in Higher Vocational

Colleges" emphasizes the importance of inventing student management in higher vocational

colleges, as well as the major challenges that exist in student management and ideas for

innovating student management. In the modern era of strong demand for highly trained workers,

improving students' self-management abilities is a vital connection that cannot be overlooked in

student management in higher vocational institutions (Gao, 2021). The study "Study on the

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Innovative Model of Student Management in Colleges and Universities" emphasized the

importance of "women-oriented" counseling and student assistance.Students' self-education

should be prioritized in student work. Although self-education is the finest method and ultimate

objective of education, it is vital to increase guidance in the process of students' self-education.

Student work should improve assistance and services to assist students in resolving particular

problems in many areas (Sajid et al., 2021).

"Discussion on People-Oriented Student Management in Higher Vocational Colleges" discusses

the relevance of people-oriented women management in higher vocational colleges, present

challenges in higher vocational college student management, and people-oriented higher

vocational college students. Recommendations for management work implementation It is

intended that higher vocational college student management must strengthen the people-oriented

education management model, give full play to the infiltration of people-oriented thinking in

higher vocational colleges, and realize the high integration of people-oriented education concepts

and student management work in higher vocational colleges, ushering in a new era. Student

management work in higher technical institutions has taken on a new meaning (Sajid et al.,

2021).

2.7 Leadership positions in China

The majority of school leader participants think boys and girls are treated equally by their

teachers and in Chinese schools more broadly. Given the lack of gender diversity, improving

gender diversity in leadership positions can have a positive impact on performance, behavior,

attitude ratings, and position satisfaction. However, women tend to be less social than men when

their work environment is predominantly male (Parker et al.2019). There may even be gender

stereotypes and gender biases. Gender stereotypes refer to socially masculine stereotypes, such
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as the notion that women should take care of the family and that only men work long hours and

are suitable for managerial positions that require a high level of commitment. and feminine

features (Wang & Wang, 2021).

When judgments must be made inside an organization, gender bias emerges when women's

conduct is defined based on their identification as women in society. Women are also

underrepresented in senior positions in male-dominated firms because males are ignorant that the

work climate is hostile for women to advance to senior positions (Wang & Wang, 2021).

Organizations must give uniform policies to employees and incorporate individuals into the

workplace. Organizations, for example, could encourage deserving women to represent equal job

possibilities in their organizations. Women can contribute to increased productivity and

profitability. Women's empowerment fosters strong interactions within workplace diversity. B.

The relationship between gender, race, and personal sales performance. Some companies are

developing compensation systems to improve work environments and help manage gender

diversity. Employers can also offer more opportunities in terms of training, networking, clearly

defining career paths, providing access to cross-functional experience, and attention to

promotion decisions. In addition, you can increase the chances of operating in high-visibility

environments. The final factor influencing the lack of gender diversity in leadership positions is

job satisfaction defined as “employee satisfaction with a range of needs through the resources,

activities, and outcomes derived from their participation in the workplace and quality of life

factors (Li & Wang, 2021).

2.8 Gender Equality in Chinese Higher Education

Since the 1980s, China's higher education system has grown rapidly, resulting in a significant

increase in the number of higher educators (Qiang et al., 2019). One approach was through the
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increased social awareness and understanding of women's roles in society brought about by

gender equality-friendly government laws. More purposeful and unintentional inclusion enabled

a more inviting workplace for women. Due to the expansion of the whole higher education sector

and the rapid growth in enrolment, a greater presence of trained instructors and employees in the

tertiary education sector was necessary. More women were employed full-time in higher

education between 1993 and 2004, increasing from 119,000 to 364,500. (Qiang et al., 2019). The

ratio of female faculty members climbed from 30.96% to 42.46% in a decade, while the number

of female higher education professionals tripled.

According to Casad et al., (2021) there is a significant gender disparity in recruiting. Male

candidates are frequently preferred over female applicants in a variety of sectors. Women

outnumber males by a 33% to 6% ratio in a few industries, one of which being education

(Webster, 2019). The condition of women in higher education cannot be comprehended just by

examining the proportion or number of female faculty members. Many women in academia had

lower-status professions in 2004, such as teaching assistants or lecturers (assistant professors).

These two types of female faculty members made up almost 67% of all female academic staff

members. Women made up more than half of the junior and senior high school staff in 2004,

with the bulk of these women working in teaching groups for students aged 13 to 26. Between

1993 and 2004, the share of women in higher education middle administration increased by more

than 200 percentage points. Despite the enormous rise in the middle school teaching pool, only a

small percentage of instructors were female.

2.9 Gender differences in leadership positions

Gender equality is accomplished when men and women have equal rights and opportunities in all

sectors of society, including economic involvement and decision-making, according to the ECU
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Institute for Gender Equality. When men and women's varied behaviors, ambitions, and

aspirations are equally respected and supported. According to the 2018 Global Gender Hall File

(Singh & Terjesen, 2019), China ranks 103rd out of 149 nations polled for gender equality,

indicating that gender disparity is a significant occurrence. Many attempts and varied measures

have been made to ameliorate the situation of women. In China, however, gender equality and

feminism have not received much public attention, even after the MeToo movement gained a

brief but dramatic media spotlight. focus on inequality in You can describe the relevant elements.

It calls for extraordinary educational interventions to increase college students' awareness of

gender equality and their chances of addressing gender inequality in the workplace through

school education.

It also describes workshops designed and conducted for college students based on the criteria of

three adult learning theories: B. Provides training and insights from critical thinking,

transformative mastering, experiential mastering, and workshops and participant feedback.

withdraw (Singh & Terjesen, 2019). The pace at which women rise to the top ranks of higher

education is impeded by the fact that the number of women in top academic positions is

increasing at a slower rate than the number of males in same positions. Qiang et al. (2019) state

that in China's institutional framework for higher education, there are two distinct forms of

leadership to be found: academic and administrative. Due to a lack of qualified female

candidates, women face an uphill battle when vying for leadership roles in the classroom. The

percentage of women in administrative leadership positions is low and has grown slowly over

time. Changes in legislation after decades of revolution offer benefits, but culture still greatly

determines leadership positions for women in Chinese business and other areas. However, there

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is a dearth of studies examining the roles of women in leadership in China, particularly in the

country's conventional system of higher education.

Leaders are often seen in the mind as men, not women (Roberts et al., 2020). According to

Alhalwachi & Mordi (2022). The breakdown in a woman's career trajectory is a major

contributor to the increased bias and discrimination she experiences in positions of power. Those

who work under female leaders may have an unfavorable impression of them if they don't see

them enough, aren't acknowledged for their efforts, and aren't given much backing (Diko 2019).

Chisholm's (2020) study of South Africa's female educational leaders reveals that the country's

rigid social framework makes it challenging for these women to be accommodated and thrive in

their jobs. The advent of economic globalization coincided with a change in university culture

away from a focus on promoting collaborative learning settings based on shared values and

norms (Currie et al., 2020). There has been a normalization of a male-dominated culture at

universities ever since the 1990s, when individualist and competitive principles began to gain

traction. "scholars are competing against one other in a performativity culture that tends to

reward guys more than women," as one author put it (Currie et al., 2020). Avolio et al., (2020),

use data on university staffing to suggest that women are more likely to fill casual positions or

work as academic instructors.

According to leadership theory, women are more likely to exhibit a feminine style of leadership

than males, which helps them advance in positions of authority inside educational institutions.

Performances in leadership roles characterized by openness to discussion and encouragement of

involvement are seen as more feminine, whereas those characterized by exerting control and

direction over others are seen as more male (Eagly et al., 2019). A more feminine style of

leadership that emphasizes open communication and a participatory atmosphere has been noted
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by experts to be on the rise in today's fast-paced, worldwide organizations (Massry-Herzallah &

Arar, 2019). This article explores how organisations are moving away from a traditionally male

perspective of leadership and towards a more transformative and feminine one (Sharif, 2019). It

has also been acknowledged that the presence of women in leadership positions is correlated

with stronger leadership. According to a meta-analysis by Paustian-Underdahl, Li & Wang,

(2021), there is a correlation between a leader's gender and their level of effectiveness. The meta-

analysis included 99 samples from 95 research, and it concluded that women make better leaders

than males, despite the fact that men may have higher self-rating scores.

Women-led political initiatives and discussions have a better chance of success, according to

Thompson (2020). For instance, four out of six successful revolutions in the state system in Asia

were led by women. Despite this progress, there is still a ways to go before gender parity in

educational leadership is achieved, as seen by the wide gap between the number of women who

participate in education and the number who hold positions of authority within the field. Making

policies is a viable option from a political standpoint. Since 1970, the United Kingdom, the

United States, and Australia have each enacted their own set of laws and policies addressing

gender equality (Blackmore, 2019). To ensure that female educators in China have the same

legal protections as their male colleagues. The empirical research of Kwok (2021) sheds light on

the changing social connections of women in Asian Chinese cities like Hong Kong as a result of

economic growth and government initiatives.

2.10 Gender Equality

Despite China's impressive financial achievements over the past decade, there is a gender gap in

the education of executives and business leaders. Equality is still unsatisfactory. Women suffer

from inequalities and discrimination in career opportunities, wages, working hours and
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leadership qualities. Global Gender Hole Report 2018 (Singh & Terjesen, 2019) 82.8% of

scholarship recipients, i.e. 68.8% women are employed in China compared to Asia. Pacific is one

of her highest awards for participating in her hard work at rim. Ladies price. However, this

attribution no longer suggests that Chinese women are equal to men in the heavy-labor market.

Assessments show that Chinese-speaking women have fewer job opportunities and are paid less

than men. However, it is underestimated and biased when it comes to merchandising. According

to Li & Wang, (2021), women in China earn 22% less than men on average. Girls, on the other

hand, have to make more sacrifices to balance work and family.

The following phenomena are normal in Chinese workplaces as signs of gender inequality. First,

it cannot be denied that not all positions in China are equally open to women and men. Human

Rights Watch published a report, Sileyew (2019), stating that gender stereotypes and

discriminatory language in advertising are widespread in China. In 2018, 19% of public area

procedure advertisements specified requirements or alternatives for male applicants. Moreover,

gender inequality is even more acute in the network and tech industry. According to a Feb. 20

document by Freeman (2022), 43% of female graduates are female job seekers with degrees in

gender and engineering in China. I thought I would be discriminated against. It was 80%. Girls'

talent is most likely to be underrepresented in many high-income industries such as IT and

finance, leading to severe gender imbalances in related groups, including Huawei.. Political,

socioeconomic, historical and other factors. While some factors had old-fashioned beginnings,

others have proven to be most effective in recent years. In our view, four main factors are

responsible for the severe gender inequality in China today (Zhu et al., 2022). First, cultural and

historical concerns are one of the main reasons why people in their families and societies are

discriminated against and stereotyped against each other. Long ruled by patriarchy, the Chinese

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viewed sexism as a right. In Confucianism, the foundation of the traditional Chinese-speaking

subculture, girls played a subordinate role. Confucius once said, "Getting along with one's

spouse or vassal is the most difficult problem (Zhu et al., 2022). Many other ideologues inherited

and developed the ideas of Confucius, saying that gentlemen should stay out of the kitchen,

women should do all the household chores, and the lack of a male successor is the most serious

violation of piety, declared that all better halves should obey their husbands. The order was

entirely based on "three concepts and his four virtues". Motivated by Confucianism, it unfolds

those men are mentally and physically stronger than women, men are polite, women are humble,

and women are comfortable even if they are uneducated. The idea is carefully practiced in

ancient China (Ramaswamy, 2020). The stupid rule has been abolished, but its ill effects have

not yet been completely removed. Many still believe that men should be treated properly in the

workplace because men are smarter and work harder than women, putting gender bias aside and

treating women the same in control training (Ramaswamy, 2020).

2.10.1 Personal Traits

Gender inequality has come to the forefront of economic and political debate in recent years due

to the need of establishing democracy, ethnic variety, and gender justice in the age of

globalization. According to Tabassum & Nayak, (2021) women face three key barriers to

advancement in their careers: gender prejudice and preconceptions from society, family duties

and caring roles, and bad views of women in leadership jobs. The cultural norms, historical

precedents, and biological disparities between men and women are only some of the many

variables that make it tougher for women to progress in their jobs, as listed by National

Academies of Sciences, Engineering, and Medicine. (2020). After marriage and having children,

for instance, a woman's devotion to her family may interfere with her ability to develop in her

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career. As women are less likely to seek higher education, men may have an advantage in terms

of academic qualifications (Probert, 2020). Despite the fact that this may be the case in certain

areas, women's access to executive positions is not predicated on their level of education.

In China, gender inequality persists, as evidenced by disparities in employment, education, and

political participation (Zhang, 2019). Despite efforts to eliminate these disparities, women

continue to encounter significant career advancement obstacles. According to a report published

by the National Bureau of Statistics of China in 2021, the gender wage gap persists, with women

earning an average of 67.3% of what males earn. In 2018, only 31.2% of senior management

positions were held by women (Chen, 2022). Societal expectations and gender stereotypes are

one of the primary obstacles to career advancement for women in China. Women are frequently

viewed as the primary caregivers and are expected to prioritize family responsibilities over

professional goals. (Wang & Sun, 2020). This can make it difficult for women, especially after

marriage and childbirth, to reconcile work and family obligations. Additionally, gender biases

and stereotypes can limit women's promotion and career advancement opportunities.

Women's limited access to education and training opportunities is another factor that contributes

to gender inequality in China. Although women make up the majority of university students in

China, they tend to specialize in disciplines such as education and the social sciences, whereas

men dominate in science, technology, engineering, and mathematics (STEM) fields (Casad et al.,

2021). This has reduced women's career opportunities and earning potential, especially in

industries with rapid development, such as technology and finance.

Despite these obstacles, there have been notable efforts in recent years to address gender

inequality in China. In 2018, the Chinese government, for instance, introduced a campaign to

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promote gender equality and women's empowerment, which included measures to increase

women's access to education and job training opportunities (Kumar et al., 2022). Moreover,

some Chinese companies are promoting gender diversity and workplace inclusion by

establishing goals for female representation on boards and in senior management (Georgiadou &

Syed, 2021).

2.10.2 Experience (Year)

Chinese language girls who have been oppressed and manipulated via these patriarchal ideas for

centuries do not have robust revolt, and lots of feminist thoughts are nicely well-known by

means of the Chinese language authorities and influential figures. the worldwide feminist motion

isn't properly well-known in China. for example, the hashtag for the "Me Too" motion at the

popular Chinese language microblogging website online Weibo changed into censored shortly

after it became published online, and celebrities along with movie stars and athletes made few

public remarks (Ramaswamy, 2020). It can't be denied that Chinese language feminism is just

too weak to triumph over traditional prejudices and cultural stereotypes. also, chinese language

people aren't strong sufficient to combat discrimination and underestimation within the

administrative center and are not sure. furthermore, because China's social and cultural liquidity

has not advanced in step with its swiftly growing economy, chinese lack awareness of common

problems as compared to cussed gender stereotypes. today, China's gender problems are not

completely discussed in public. Focusing on economic hobbies, many chinese language are extra

interested in cash than equal rights and obligations in normal social lifestyles, making it extra

hard to gain gender equality (Zhu et al., 2022).

There have been many initiatives in China to advance female equality, but many obstacles

remain. For centuries, Chinese women have been oppressed and marginalized due to patriarchal
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attitudes and cultural stereotypes that continue today. Traditional gender roles and expectations

run deep in China, making it difficult for feminist movements to obtain a foothold (Z. Wang,

2019). The Chinese government has also been criticized for its alleged censorship of internet

conversations about gender. For instance, the "Me Too" movement, which began in the US and

spread rapidly around the world, was met with heavy resistance from the Chinese government

and society (Quan-Haase et al., 2021).

More importantly, there is still a long way to go in promoting gender equality in the workplace

and in education, despite the fact that some progress has been achieved. There is still a long way

to go before women in China are treated equally in the workplace; until then, they will likely be

stuck in lower-paying and less-respected roles . This is mirrored in China's persistent gender

wage gap, which is still a major issue despite government initiatives to close the gap (Iwasaki &

Ma, 2020). There are, however, grounds for optimism and advancement. Traditional gender roles

and expectations in China have been challenged by feminists and activists who are trying to

bring more attention to these problems. There has been a rising tide of young feminists in recent

years, and they are using various online and offline channels to make their opinions heard and

push for reform (Lin & Yang, 2019). Furthermore, some Chinese businesses and groups are

actively working to increase gender diversity and foster an inclusive environment for all

employees (Di Vaio et al., 2023). Some businesses, for instance, have rules in place to help

working parents, such as allowing for more flexible work schedules.

2.10.3 Leadership traits

Leadership qualities are described as an integrated pattern of personal characteristics that

exhibits remarkable differences among persons and facilitates consistent leadership effectiveness

in unusual institutional and organizational contexts. If a woman is a trailblazer in the

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organizational environment, her management style is more transformational than males,

particularly in the guiding and training of employees and subordinates in the firm. Furthermore,

women are more likely to have an effective control mechanism that incorporates valuable low-

cost initiatives rather than merely blaming bad things (Zhu et al., 2022). This indicates that ladies

have a better natural excellent of care than guys, and that men find it difficult to develop and

demonstrate a deep, price-infused devotion (Wang et al., 2022). these components of this

leadership fashion influence, encourage, and encourage subordinates to succeed, give every

worker the eye they deserve, and intellectually encourage subordinates with boom demanding

situations and possibilities. established in its ability to ultimately, through their confidence,

transformational leaders earn the consider of others and set an instance for others by way of

sharing their imaginative and prescient. chinese language girls hold a constant fashion of

outperforming men at all stages of training. consequently, we examine whether the gender

function modeling of faculty leaders affects students' beliefs approximately gender roles and

norms. it is becoming an increasing number of essential for the arena to recognize properly. over

time i've seen adult personnel in faculties. We gift statistics showing that maximum of the

members agree with that gender equality is a role version and a prime school in China that has

been achieved. We speak and talk theories about a form of "gender equality with chinese

characteristics" that seems to cost a strict gender binary with varying gender expectancies of

adults (Zhao, 2021).

Leadership qualities are crucial for effective management in any organizational context. Recent

research in China has shown that women tend to exhibit a more transformational management

style compared to men, particularly in terms of guiding and training employees and subordinates

(Chen, 2022). This suggests that women may have a natural inclination towards caring and

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nurturing behaviors, which can positively influence their leadership effectiveness. Furthermore,

women leaders are more likely to adopt effective control mechanisms that focus on

implementing low-cost initiatives and finding solutions, rather than blaming others for failures

(Ashaye & Irani, 2019). This demonstrates that women tend to approach leadership with a

problem-solving mindset and are less inclined to engage in blame games, which can foster a

positive and empowering work environment.

In Chinese culture, where gender roles and norms have traditionally been deeply ingrained, the

role modeling of female leaders in educational institutions can have a significant impact on

shaping students' beliefs about gender equality. Studies have shown that Chinese girls

consistently outperform boys in all levels of education (Hou et al., 2019). This success of female

students challenges traditional gender expectations and norms, and highlights the importance of

gender equality as a role model in schools. It is crucial for the world to recognize and appreciate

the progress being made in promoting gender equality in China. Chinese scholars have been

actively discussing and debating the concept of "gender equality with Chinese characteristics,"

which acknowledges the complexities of gender dynamics in Chinese society, including the strict

gender binary and varying gender expectations of adults . This nuanced approach to gender

equality takes into account the cultural context of China and provides a framework for

addressing gender disparities in a way that resonates with the local culture (Nguyen, 2019).

2.11 Senior leadership style in Organizational Management

Organizational results can be significantly impacted by the leadership style used by top leaders,

which is crucial to the success of organizations. Transformational leadership is one of the well-

known leadership philosophies that has been widely researched in recent years (Jackson, 2020).

By establishing a compelling goal, stimulating the mind, and encouraging personal development,
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transformational leaders are renowned for their capacity to inspire and motivate staff members.

Transformational leadership is favorably correlated with employee job satisfaction,

organizational commitment, and overall organizational performance, according to Chinese

research (Cahyono et al., 2020).

Leading by example, exhibiting moral and ethical behavior, and encouraging moral decision-

making within the company are all components of ethical leadership. According to research,

ethical leadership in China is linked favorably to employee trust, corporate citizenship behavior,

and organizational success (Ye et al., 2022). This indicates that senior leaders can develop a

good organizational culture that fosters trust and improves overall performance by prioritizing

ethical leadership. In the Chinese context, inclusive leadership has attracted notice as another

leadership method. Leaders who are inclusive value diversity, actively involve staff in decision-

making, and foster a welcoming atmosphere at work . A study by Katsaros (2022) demonstrated

a favorable relationship between inclusive leadership and employee engagement, creativity, and

innovation in China. This shows that senior leaders can better serve their organizations by

utilizing the varied views and talents of their workforce when they adopt an inclusive leadership

style.

The significance of adaptive leadership in the face of swift change and uncertainty has also been

highlighted by study in China in addition to these leadership philosophies. Leaders who can

adapt to changes in the external environment and are ready to try new things and take risks are

considered to be adaptive. Studies have revealed that in China, organizational agility, innovation,

and performance are all favorably correlated with adaptive leadership (Susanty et al., 2022). This

indicates that senior leaders with adaptable leadership abilities are better able to successfully

navigate China's dynamic and complex business environment. It is important to keep in mind,
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though, that the societal context in China can affect how well various leadership philosophies are

adopted and executed. For instance, the acceptance of transformational or inclusive leadership

styles, which place an emphasis on empowerment and cooperation, may be influenced by the

traditional Confucian values of hierarchy and authority. The collective nature of Chinese culture

may also have an impact on how ethical leadership is perceived, as leaders are frequently

expected to model ethical behavior rather than openly state it (Su et al., 2021).

2.12 Conceptual framework

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2.13 Hypothesis development

The researcher will use null hypothesis for this study. The P-Value will be at 5% thus this

implies, the null hypothesis has 0.05 chances of being true. A p-Value of more than 0.05

(P>0.05) will lead to acceptance of null hypothesis. However, if a P-Value of less than 0.05

(P<0.05) the researcher will accept the alternative hypothesis. The table below gives a summary

of the hypothesis;

Null hypothesis P-Value Alternative Hypothesis P-Value

HO1: There is no significant P>0.05 H1: There is a significant P<0.05

relationship between the gender- relationship between the

based approach and the diversity gender-based approach and the

of senior leadership styles in the diversity of senior leadership

educational management of styles in the educational

vocational colleges in Shandong, management of vocational

China. colleges in Shandong, China..

HO2: Culture and traditions do P>0.05 HO2: Culture and traditions P<0.05

not significantly moderate the significantly moderate the

relationship between the gender- relationship between the

based approach and senior gender-based approach and

leadership styles in the senior leadership styles in the

educational management of educational management of

vocational colleges in Shandong, vocational colleges in

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China. Shandong, China.

HO3: The provision of fringe P>0.05 HO3: The provision of fringe P<0.05

benefits does not have a benefits positively influences

significant influence on the the diversity of senior

diversity of senior leadership leadership styles in the

styles in the educational educational management of

management of vocational vocational colleges in

colleges in Shandong, China. Shandong, China.

HO4: The interaction between P>0.05 HO4: The interaction between P<0.05
gender-based approaches and gender-based approaches and

culture and traditions does not culture and traditions significantly

significantly influence the influences the utilization and

utilization and effectiveness of effectiveness of senior leadership

senior leadership styles in the styles in the educational

educational management of management of vocational

vocational colleges in Shandong, colleges in Shandong, China.

China..

HO5: Gender does not P>0.05 HO5: Gender significantly P<0.05

significantly influence the influences the relationship
relationship between the gender- between the gender-based
based approach and senior approach and senior leadership
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leadership styles in the styles in the educational

educational management of management of vocational
vocational colleges in Shandong, colleges in Shandong, China.
China.

HO6: Fringe benefits (training, P>0.05 HO6: Fringe benefits (training, P<0.05
skills, and monetary rewards) do skills, and monetary rewards)
not significantly influence the significantly influence the
utilization and effectiveness of utilization and effectiveness of
senior leadership styles in the senior leadership styles in the
educational management of educational management of
vocational colleges in Shandong, vocational colleges in
China. Shandong, China.

2.14 Chapter Summary

The chapter presents the review of literature related to gender based approaches to senior

leadership styles in educational management in vocational institutions in China. Leadership

styles, corporateculture, management of higher institutions, leadership positions, gender

differences, gender equality are the major components that have been discussed in the chapter. In

addition the chapter presnts the the theoretical frameworks and the conceptual frameewok that

depicts the relationship between the independent, dependent and intermediate cariables. The

existing literature indicates that there is a gender disparity in China’s learning institutions

especialy in STEM courses. In addition, there are few wopmen in seior leadership positions.

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However, a few women who are in managerial positions have poirtrayed high leadership skills

indicating that thy have potential not only in education management but also in various fields.

The study also acknowledges the fact that the Chinese government has put efforts to promote

gender paity.

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