校长领导力对学生学业成就的影响——教师教学投入与学校自主权的调节作用  

The Influence of Principal Leadership on Students' Achievement——Moderating Effects of Teacher Teaching Involvement and School Autonomy

作　　者：黄亮[1] 赵德成[2] HUANG LIANG ZHAO Decheng(Department of Educational Administration and Policy,The Chinese University of Hong Kong, Hong Kong 999077,China Faculty of Education, Beijing Normal University,Beijing 100875,China)

机构地区：[1]香港中文大学教育行政与政策学系,香港999077 [2]北京师范大学教育学部,北京100875

出　　处：《教育科学》2017年第3期35-41,共7页Education Science

摘　　要：采用PISA2012上海数据,通过多层线性回归模型和简单效应分析,探索我国教育体制背景下校长领导力对学生学业成就的影响机制。研究发现校长领导力对学生学业成就的影响受到学校组织情境特征的调节:教师教学投入能够显著调节校长目标引领领导力对学生数学、阅读素养成绩的预测效果;学校自主权能够显著调节校长教学领导力对学生数学、阅读素养成绩的预测效果。研究建议正确认识校长领导力内涵,校长在与教师协作互动的过程中改进领导力;给予学校更多自主权,保障教师有效参与学校事务;设计有效的校长培训项目,关注组织情境对校长领导效果的影响。Based on PISA2012 Shanghai data analysis by two-level hierarchical linear mode and simple slope test, the researchattempts to reveal the way in which school principal leadership under China＇s edu- cation systems influences students＇achievement. Results indicate the moderating effects of school contex- tual variables, teacher teaching involvement moderates the relationship between principals＇ goal leading and students＇ math and reading scores＇ school autonomy moderates the relationship between instructional leadership and also students＇ math and reading scores. We suggest that principal leadership＇s innate fea- tures be appropriately recognized and be promoted incollaboration with teachers, policy efforts be made to give school more autonomy and facilities for teacher participation, design effective principal training pro- gram and notice contextual factors that influencing the effects of principal leadership practice.

关 键 词：校长领导力 教师教学投入 学校自主权 学生学业成就 调节效应 

分 类 号：G471.2[文化科学—教育学]