How do leaders shape teacher autonomy? A multilevel study from Chinese kindergartens

Teacher autonomy is widely regarded as a cornerstone of teacher professionalism, yet its organizational antecedents in early childhood education remain underexplored in the Chinese context. This study examines the relationship between transformational leadership and kindergarten teachers’10 professional autonomy in China and tests whether organizational climate and teacher empowerment function as mediating variables. Drawing on data from 1276 teachers in 44 kindergartens, multilevel linear modelling was employed to analyze the associations among transformational leadership, organizational climate, teacher empowerment and teacher autonomy. The results indicate that all variables are positively correlated, and that transformational leadership does not directly predict teacher autonomy but exerts its influence indirectly by fostering a more supportive organizational climate at the organizational level and by enhancing teacher 20 empowerment at the individual level. These findings highlight the importance of linking leadership practices with climate-building efforts and empowerment-oriented management in order to foster sustainable teacher autonomy. Implications are discussed for leadership development programmes for kindergarten principals in China and for organizational practices that support teachers’ autonomy.