Frontiers in Business, Economics and Management ISSN: 2766-824X | Vol. 18, No. 1, 2025 152 Perceptions and Characteristics of Pre-Service Students Toward School Leaders -- A Case Study of Binzhou College in Shandong, China Ziqi Zhang, Simon CM Kwong * Kuala Lumpur, Selangor, City University Malaysia. No. 8, Jalan 51A/223, 46100 Petaling Jaya, Selangor, Malaysia * Corresponding author: Simon CM Kwong (Email: simoncmkwong@city.edu.my) Abstract: This study investigates the perceptions and characteristics of school leaders as viewed by pre-service students at Binzhou University in China, employing a quantitative research method. A total of 160 students participated in the study, providing data through a structured questionnaire. The analysis reveals that students' perceptions of school leaders tend to be shallow, indicating a limited understanding of leadership roles and attributes. The findings suggest that many students lack a deep connection or insight into the qualities and responsibilities of effective school leadership. Based on these results, the study proposes practical recommendations for improvement. School leaders are encouraged to engage more actively in students’ academic and personal lives, establish open lines of communication, and create opportunities for meaningful interaction. By doing so, leaders can foster stronger relationships with students, enhance their understanding of leadership, and contribute to a more supportive and inclusive educational environment. This research offers valuable insights for educators and administrators aiming to bridge the gap between leadership and student perception. Keywords: Pre-Service Students, School Leaders, Perceptions and Characteristics. 1. Introduction Leadership in educational institutions plays a critical role in shaping both the academic culture and the holistic development of students. In higher education, school leaders are not only administrators but also influential figures who impact students' academic progress, personal growth, and overall campus experience [6]. However, existing research often focuses on leadership styles, teacher perceptions [19], or organizational outcomes [3 Oc, B. (2018)], with limited attention paid to how students perceive school leaders. This gap is particularly evident in the context of pre-service students, whose insights could provide valuable perspectives for leadership improvement [1]. In the Chinese higher education system, leadership is often characterized by hierarchical structures and formal interactions, which may create a distance between leaders and students. Preliminary observations at Binzhou University indicate that students have limited understanding of school leaders' roles and responsibilities, and communication between the two groups is often infrequent or superficial. These factors can lead to a lack of trust, engagement, and alignment between leadership practices and student needs. This study addresses the identified research gap by exploring the perceptions and expectations of pre-service students toward school leaders. By employing a quantitative research method and analyzing survey data from 160 students, the study aims to uncover the characteristics students associate with effective leadership and identify opportunities for improving leader-student interactions. This research seeks to provide practical recommendations to bridge the gap and enhance leadership strategies in Chinese universities. 2. Literature Review 2.1. Importance of Leadership in Educational Institutions Leadership within educational institutions is pivotal in shaping academic culture and fostering the holistic development of students. In higher education, leaders act as both administrators and influential figures, significantly impacting students' academic progress, personal growth, and overall campus experience. Research has demonstrated that effective leadership practices directly influence the quality of education, faculty engagement, and institutional effectiveness [5]. For instance, a study by Oc (2018) discusses the role of transformational and transactional leadership in enhancing institutional effectiveness. Despite the recognized importance of leadership, much of the existing research concentrates on leadership styles, organizational outcomes, or teacher perceptions, often overlooking how students perceive school leaders. This gap is particularly evident concerning pre- service students, whose insights could provide valuable perspectives for leadership improvement. Chambers and Lavery (2012) argue that examining students’ insights could offer valuable perspectives to refine leadership practices, particularly for pre-service students in teacher education programs [1]. In the context of Chinese higher education, leadership is often characterized by hierarchical structures and formal interactions, which may create a distance between leaders and students [12]. A study by Han and Guo (2015) discusses the hierarchical structure of the Chinese higher education system and its implications [7]. Such frameworks, while effective in maintaining institutional order, may inadvertently create barriers to trust and open communication between leaders and students. Preliminary observations at Binzhou college 153 indicate that students have limited understanding of school leaders' roles and responsibilities, and communication between the two groups is often infrequent or superficial. These factors can lead to a lack of trust, engagement, and alignment between leadership practices and student needs. Bridging this gap necessitates a deeper understanding of students' perceptions and expectations to inform leadership strategies that resonate with the student body. 2.2. Theoretical Foundations for Leadership Research Several theoretical frameworks provide a foundation for exploring leadership in educational settings, particularly from the perspective of student perceptions. First, transformational leadership theory emphasizes the ability of leaders to inspire and motivate stakeholders toward a shared vision [9, 14]. Transformational leaders are characterized by their capacity to foster trust, encourage collaboration, and prioritize individual growth. In educational contexts, this translates to creating a supportive environment where students feel valued and engaged. A study by Leithwood and Jantzi (2000) found that transformational leadership practices in schools were associated with higher student engagement and achievement. Second, the situational leadership theory offers insights into how leaders adapt their approaches based on the needs and developmental levels of their stakeholders [17]. In higher education, this involves tailoring leadership strategies to address diverse student populations, including pre-service students [16]. Hersey and Blanchard's (1969) situational leadership model suggest that effective leaders adjust their style to fit the maturity and competence of their followers, which can be particularly effective in bridging the gap between hierarchical leadership structures and the dynamic, evolving expectations of students [15]. Third, trust and leader-member exchange (LMX) theory provide a lens to examine the relational dynamics between leaders and their constituents [10]. Trust is a cornerstone of effective leadership, fostering open communication and mutual respect. LMX theory posits that high-quality leader- member relationships are characterized by trust, respect, and a sense of partnership. In the Chinese higher education system, where hierarchical norms often dominate, fostering trust can be challenging but is essential for effective student-leader interaction [4]. A study by Chen, Zhu, and Zhou (2015) found that high-quality LMX relationships in Chinese universities were associated with increased student satisfaction and academic performance [3]. 2.3. Current Research and Gaps in the Literature Existing literature on educational leadership reveals several key trends and gaps. Studies have extensively explored the impact of different leadership styles on organizational performance and teacher engagement. For instance, a study by Veletić (2023) examines the role of leadership styles in influencing teacher motivation and job satisfaction [19]. However, there is limited research examining the direct experiences and perceptions of students, particularly in non-Western contexts. This omission is significant because students’ insights offer a unique perspective on leadership effectiveness that is often overlooked in traditional leadership research. In the context of pre-service students, the research gap becomes even more pronounced. These students, who are at a critical juncture in their educational journey, have distinct needs and expectations. Their perceptions of school leaders can influence their attitudes toward leadership and their future roles as educators. Despite this, studies rarely prioritize their voices in discussions of leadership practices. Chambers and Lavery (2012) highlight that incorporating student feedback into leadership strategies can lead to more inclusive and effective outcomes [1]. Additionally, the unique characteristics of leadership in Chinese higher education present specific challenges and opportunities. The hierarchical nature of leadership structures often limits direct interaction between students and leaders, leading to misunderstandings and a lack of trust. A study by Han and Guo (2015) discusses the hierarchical structure of the Chinese higher education system and its implications [7]. Such findings underscore the need for research that delves into the perceptions and expectations of Chinese students to inform leadership practices that are culturally and contextually relevant. Addressing these gaps requires a nuanced approach that combines theoretical insights with empirical research. By employing quantitative methods and analyzing data from pre- service students, this study aims to uncover the attributes of effective leadership as perceived by students and identify actionable strategies to improve leader-student interactions. The findings will contribute to the broader discourse on educational leadership, offering practical recommendations for fostering trust, engagement, and alignment in Chinese universities. 3. Research Methodology 3.1. Research Design This study adopts a quantitative research design to explore the perceptions and expectations of pre-service students toward school leaders at Binzhou College, Shandong Province, China. Quantitative research allows for the systematic collection and analysis of numerical data to identify patterns and relationships among variables, offering objective insights into student perceptions. 3.2. Sampling The participants for this study were randomly selected from the pre-service student population at Binzhou College. A total of 160 students were surveyed, representing diverse academic disciplines and year levels. Random sampling ensures that the results are generalizable to the broader student population while minimizing selection bias. 3.3. Instrument The primary data collection instrument was a structured questionnaire, which included the following sections: (1) Demographics: Collecting information on age, gender, year of study, and academic major. (2) Leadership Perception Scale: Measuring students' perceptions of school leaders using a validated instrument such as the Multifactor Leadership Questionnaire (MLQ) (Bass & Avolio, 1995). (3) Leader-Student Interaction Scale: Capturing the frequency and quality of interactions with leaders. Items were adapted from the Leader-Member Exchange (LMX) Scale (Graen & Uhl-Bien, 1995). (4) Trust in Leadership Scale: Measuring trust levels in school leadership based on the Trust in Leadership Scale 154 (Mayer, Davis, & Schoorman, 1995). (5) Open-ended Items: Offering students an opportunity to provide qualitative insights about their expectations and suggestions for improving leadership practices. 3.4. Reliability and Validity The s instrument's reliability and validity were evaluated as follows: Internal Consistency: The Cronbach's alpha values for the key scales (MLQ, LMX, Trust in Leadership) were assessed. Previous research has reported high reliability scores (MLQ: α > 0.80; LMX: α > 0.85). A pilot test was conducted with 30 students from Binzhou University to confirm the instrument's reliability in the local context. The Cronbach's alpha for each scale exceeded the acceptable threshold of 0.70. The items were reviewed by three educational leadership experts to ensure they adequately covered the constructs under study. Construct Validity: Confirmatory factor analysis (CFA) was performed to verify the scales' dimensionality and alignment with the theoretical constructs. 3.5. Ethical Considerations Ethical approval for the study was obtained from the Institutional Review Board (IRB) of Binzhou University. Participants provided informed consent, and confidentiality was maintained throughout the study. Data were anonymized to protect student identities. 3.6. Data Collection The survey was administered in both online and paper- based formats to maximize accessibility and response rates. Data collection was conducted over a two-week period, ensuring confidentiality and voluntary participation. 4. Data Analysis 4.1. Descriptive Statistics The descriptive statistics provide a foundational understanding of the survey participants' demographics and perceptions. The gender distribution, with 60% female and 40% male, reflects the typical enrollment at many educational institutions. The balanced representation across different years of study (first-year to fourth-year) helps in generalizing findings across the student population. The distribution of academic disciplines (30% in education, 25% in sciences, and 20% in arts) ensures that a wide range of perspectives are included in the survey. The key constructs show that students generally have a positive perception of leadership (Mean = 3.8), though with some reservations (SD = 0.65). The relatively low leader-student interaction (Mean = 3.2, SD = 0.75) indicates a gap that could affect trust in leadership. The moderate trust in leadership (Mean = 3.5, SD = 0.70) reflects a perception of moderate effectiveness among the surveyed students. Table 1. Descriptive Statistics Category Details Demographic Information Gender Distribution Female: 60%, Male: 40% Year of Study Distribution Balanced across first-year to fourth-year students Academic Disciplines Education: 30%, Sciences: 25%, Arts: 20% Key Constructs Perception of Leadership Mean = 3.8, SD = 0.65 Leader-Student Interaction Mean = 3.2, SD = 0.75 Trust in Leadership Mean = 3.5, SD = 0.70 4.2. Reliability Analysis Table 2. Reliability Data Analysis Scale Cronbach’s Alpha Leadership Perception Scale α = 0.82 Leader-Student Interaction Scale α = 0.79 Trust in Leadership Scale α = 0.85 The Cronbach’s alpha values provide a measure of internal consistency for each scale used in the survey. The Leadership Perception Scale had a Cronbach’s alpha of 0.82, indicating that the items within the scale are consistent in measuring the perception of leadership. This suggests that the questions were well designed to reflect students' views on leadership. The Leader-Student Interaction Scale with a Cronbach’s alpha of 0.79 also showed good internal consistency, highlighting that the items are measuring the construct accurately. The Trust in Leadership Scale had the highest internal consistency with a Cronbach’s alpha of 0.85, reflecting a strong reliability among the items used to measure students' trust in leadership. These high alpha values indicate that the scales used in the survey were reliable and that the data collected can be trusted to represent the constructs accurately. 4.3. Correlation Analysis Table 3. Correlation Data Analysis Constructs r p Significance Leadership Perception & Trust in Leadership 0.67 p<0.01 Strong positive relationship Leader-Student Interaction & Trust in Leadership 0.45 p<0.01 Moderate positive relationship Leadership Perception & Leader-Student Interaction 0.52 p<0.01 Highlighting the importance of interaction in shaping perceptions The correlation analysis helps to understand the relationships between different constructs within the survey. The strong positive correlation between Leadership Perception and Trust in Leadership (r = 0.67, p < 0.01) indicates that as students perceive leadership to be more effective, their trust in leadership increases significantly. This relationship underscores the importance of positive perceptions of school leadership in fostering trust among students. The moderate positive correlation between Leader- Student Interaction and Trust in Leadership (r = 0.45, p < 0.01) suggests that better interaction between leaders and students is associated with higher trust in leadership. This relationship highlights the significance of direct communication and involvement of leaders in student affairs. The positive correlation between Leadership Perception and Leader- Student Interaction (r = 0.52, p < 0.01) further emphasizes the 155 role of interaction in shaping students' views on leadership, suggesting that improving interactions could lead to more positive perceptions. 4.4. Regression Analysis Table 4. Regression Data Analysis Model Summary Details Dependent Variable Trust in Leadership Independent Variables Leadership Perception, Leader- Student Interaction R-Squared R2=0.58 Significant Predictors Leadership Perception β=0.53, p<0.01 β = 0.32, p < 0.01, The regression analysis provides insights into how well the key independent variables (Leadership Perception and Leader-Student Interaction) predict the dependent variable (Trust in Leadership). The model accounts for 58% of the variance in trust in leadership, as indicated by the R-squared value of 0.58. This suggests a substantial effect of these independent variables on trust in leadership among students. The significant predictors from the model were Leadership Perception (β=0.53, p<0.01; β = 0.53, p < 0.01) and Leader- Student Interaction (β=0.32, p<0.01; β = 0.32, p < 0.01). These results indicate that both factors play a crucial role in shaping students' trust in leadership. A positive perception of leadership and effective leader-student interaction are critical for building trust among students, suggesting actionable areas for improvement in leadership practices within educational institutions. 4.5. Thematic Analysis As see in table 5, the thematic analysis of open-ended responses provides qualitative insights into the students' expectations and perceptions of leadership. The theme of Transparency and Communication highlights students' desire for more open and clear communication from leaders, especially regarding decision-making processes. This need reflects a desire for leaders to be more accessible and responsive to students’ concerns. The theme of Approachability of Leaders emphasizes the importance of leaders being more involved in campus life and approachable, fostering a sense of connection and support among students. The third theme, Support for Student Development, underscores the expectation that leaders should actively support both academic and personal growth of students, providing guidance and resources. These themes provide context for the quantitative findings and suggest practical recommendations for enhancing leadership practices based on student feedback Table 5. Thematic Analysis Theme Details Transparency and Communication Emphasis on transparent decision- making and regular communication Approachability of Leaders Desire for leaders to be more approachable and involved in campus activities Support for Student Development Importance of guidance and support for academic and personal growth 5. Conclusion This study explored pre-service students’ perceptions and expectations of school leaders through survey data analyzed. The descriptive statistics revealed positive perceptions of leadership among students but noted limited interaction with leaders, which might impact trust levels. 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