校长教学领导力对教师幸福感的影响——以教师集体效能感和自我效能感为链式中介  

Effects of Principals’Instructional Leadership on Teachers’Well-being:The Chain Mediation Effect of Teachers’Collective Efficacy and Self-Efficacy

作　　者：王恒 宋萑[2,3] 王晨霞 WANG Heng;SONG Huan;WANG Chenxia(School of Education Science,Jiangsu Normal University,Xuzhou,221116,China;Center for Teacher Education Research&Chinese Education and Social Development Research Institute,Beijing Normal University,Beijing,100875,China;Education Bureau of Qiaoxi,Xingtai,Hebei,Xingtai,054000,China)

机构地区：[1]江苏师范大学教育科学学院,徐州221116 [2]北京师范大学教师教育研究中心,北京100875 [3]北京师范大学中国教育与社会发展研究院,北京100875 [4]河北省邢台市桥西区教育局,邢台054000

出　　处：《全球教育展望》2020年第6期90-101,共12页Global Education

基　　金：教育部普通高校人文社会科学重点研究基地重大项目“构建大中小学教师教育专业共同体研究”(项目编号:14JJD880004);河北省教育科学研究“十三五”规划重大课题“京津冀基础教育协同发展典型案例研究”(项目编号:1601012)的研究成果之一。

摘　　要：为探讨校长教学领导力对教师幸福感的影响及其作用路径,本研究通过对华南某地843名中小学教师进行调查并根据得到的数据,建立结构方程模型进行分析。研究发现,校长教学领导力通过两种路径正向作用于教师幸福感:一是校长教学领导力对教师幸福感有显著的直接效应;二是"教师集体效能感→教师自我效能感"在两者之间起到显著的链式中介效应。这一结果启示我们,校长在教学领导工作中需要注重创设支持性和合作性的学校共同体文化氛围、发展分布式教学领导以及对教师赋权,以利于增强教师集体效能感和自我效能感,最终促进教师幸福感的提升。In order to explore the effects of principals’instructional leadership on teachers’well-being and the mechanism of the effects,we conducted a SEM analysis using a sample of 843 teachers from southern China.The outcome reveals that principals’instructional leadership has a positive effect on teachers’well-being through two routes.First,it has a significant direct effect on teachers’well-being.Second,"teachers’collective efficacy→teachers’self-efficacy"has a significant chain mediation effect.The results of this research suggest that principals need to place emphasis on creating supportive and collaborative school professional community culture,as well as developing distributive instructional leadership and empowering teachers,which can improve teachers’collective efficacy and self-efficacy and eventually contribute to the enhancement of teachers’well-being.

关 键 词：校长教学领导力 教师幸福感 集体效能感 自我效能感 

分 类 号：G637.1[文化科学—教育学]