校长变革型领导如何影响教师组织承诺——基于中介效应与调节效应的实证分析  

How Principals’ Transformational Leadership Affects Teachers’ Organizational Commitment——An Empirical Analysis Based on Mediating and Moderating Effects

作　　者：张婉莹 毛亚庆[1] Zhang Wanying;Mao Yaqing(Faculty of Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教育研究》2022年第6期134-147,共14页Educational Research

基　　金：国家自然科学基金2017年度面上项目“中国学生社会情感能力发展的学校管理综合变革研究”(项目编号:71774017)的研究成果。

摘　　要：组织承诺是教师与学校的心理联结,关乎学校教师队伍稳定、组织目标实现乃至教育质量提升。在外部环境转变和内部人事制度变革的双重冲击下,教师对学校组织的承诺发生了巨大的变化。如何有效提高教师组织承诺,特别是探讨其与校长领导风格的关系及其发挥作用的机理是当前教育管理亟须关注的问题。基于互动仪式链理论,可以客观考察校长变革型领导对教师组织承诺的影响及作用机制。研究结果表明,校长变革型领导对教师组织承诺具有显著正向预测作用;教学效能感在校长变革型领导和教师组织承诺间发挥着部分中介作用;教师社会情感能力在校长变革领导与教师组织承诺之间具有正向调节作用,即教师社会情感能力越高,校长变革型领导对教师组织承诺的作用就越强。为此,提高教师组织承诺,促进学校管理变革,需唤醒教师“角色意识”,激发和增强教师的教学效能感;进一步促进校长“角色转型”,不断提高校长变革型领导水平;顺应“情绪革命”,多途径发展教师社会情感能力。Organizational commitment,a psychological link between teachers and schools,is closely related to the stability of the teaching force,the achievement of organizational goals,and the improvement of educational quality. Under the impact of both the change in the external environment and the reform of the personnel system,teachers’ commitment to school organizations has changed dramatically. At present,educational administrators need to pay attention to how to effectively improve teachers’ organizational commitment,especially a probe into its relationship with principals’ leadership styles and the mechanism for teachers’ organizational commitment to play its role. This study,based on the theory of interaction ritual chains,aims to explore the effect of principals’ transformational leadership on teachers’ organizational commitment. The results show the following:Principals’ transformational leadership helped significantly and positively predict teachers’ organizational commitment;teaching efficacy partially mediated between principals’ transformational leadership and teachers’ organizational commitment;and teachers’ social-emotional competence positively moderated the relationship between principals’ transformational leadership and teachers’ organizational commitment, that is, the higher social-emotional competence teachers acquired, the greater effect principals’ transformational leadership had on teachers’ organizational commitment. To improve teachers’ organizational commitment and promote the reform of school management,we need to awaken teachers’ "consciousness of their roles" and stimulate their sense of teaching efficacy;promote principals’ "role transformation" and improve their transformational leadership;and develop teachers’ social-emotional competence through various channels in response to the "emotional revolution."

关 键 词：变革型领导 校长 教师组织承诺 教学效能感 社会情感能力 

分 类 号：G443[哲学宗教—心理学]