Abstract

This study explores the impact of transformational leadership by teachers on academic achievement among students in applied universities in Hebei Province, China. Furthermore, the study examines the roles of psychological capital, self-regulation, and conscientiousness in the relationship between psychological capital and academic achievement. A questionnaire survey method and convenience sampling were used to collect 719 formal questionnaires. The research results indicate that universities of applied sciences in Hebei Province, China, perceive that a teacher’s transformational leadership has a significant positive impact on students’ academic achievement. Moreover, perceiving a teacher’s transformational leadership has a significant positive impact on students’ psychological capital and self-regulation, both of which have a significant positive impact on academic achievement. Psychological capital and self-regulation mediate the relationship between teachers’ transformational leadership and students’ academic achievement. Furthermore, conscientiousness moderates the relationship between psychological capital and academic achievement.