STUDY ON THE RELATIONSHIP BETWEEN STUDENT PERCEPTION TEACHER SUPPORT AND STUDENT LEADERSHIP PRACTICES AT XINXIANG BUSINESS VOCATIONAL COLLEGE, HENAN PROVINCE

The objectives of this study were (1) to examine the current status of students’ perceived teacher support and student leadership practices at Xinxiang Business and Industry Vocational College, (2) to analyse the differences in perceptions under different demographic variables, and (3) to explore the relationship between perceived teacher support and student leadership practices. The study targeted students enrolled at Xinxiang Business and Industry Vocational College, and 366 valid questionnaires were collected. The data included demographic variables such as gender, grade, family income, and parents’ highest educational attainment. A quantitative research method was employed, and data were collected through a questionnaire survey measuring four dimensions of perceived teacher support (instrumental, emotional, informational, and evaluative) and five dimensions of student leadership practices (encouraging a shared vision, leading by example, challenging, enabling, and inspiring the heart). Frequency analysis, t-tests, one-way ANOVA, and Pearson correlation analysis were conducted to examine the current status, group differences, and relationships among variables. The findings showed that students generally perceived moderate levels of teacher support and leadership practices. Significant differences were found based on gender, grade, family income, and parents’ education, with female, sophomore, and higher-income students showing more positive perceptions. All dimensions of teacher support were positively correlated with student leadership practices, with instrumental and evaluative support having the strongest effects. The study provided empirical evidence for improving teacher support strategies and fostering student leadership in vocational colleges.