初中校长多元领导对教师合作的影响——基于集体效能感的中介作用分析  

Study on the Influence of Principal’s Multi-Frame Leadership on Teacher Collaboration in Junior Middle Schools:Analysis of the Mediating Effect Based on Collective Efficacy

作　　者：曾佑来[1] Zeng Youlai(School of Education,Liaoning Normal University,Dalian Liaoning 116029,China)

机构地区：[1]辽宁师范大学教育学院,辽宁大连116029

出　　处：《教育科学》2022年第4期36-43,共8页Education Science

基　　金：2020年度辽宁省社会科学规划基金教育学项目“新时代辽宁省中小学教师队伍建设的重点任务与机制创新研究”(项目编号:L20CED006)。

摘　　要：基于多元领导理论、教师合作理论和文化自我表征理论,本研究探讨了初中校长多元领导对教师合作的影响及集体效能感的中介作用。采用问卷调查法,共获得1110份有效的样本数据,并运用层级回归分析方法得出以下结论:初中校长多元领导对教师合作有正向影响,与教师集体效能感也显著相关;同时教师集体效能感在初中校长多元领导对教师合作产生影响的过程中发挥部分中介作用。据此,本研究认为在教育实践中应重点关注校长领导与管理方式的优化,进而促进教师合作的有效生发与持续改进。Based on multi-frame leadership theory,teacher collaboration theory and culture self-representation theory,this paper explores the influence of principal’s multi-frame leadership on teacher collaboration and the mediating role of collective teacher efficacy.Using the method of questionnaire survey,a total of 1110valid sample data were obtained,and the hierarchical regression analysis method was used to draw the following conclusions that principals’multi-frame leadership has a positive impact on teacher collabora-tion,and is significantly related to collective teachers efficacy.At the same time,collective teacher efficacy plays a partial mediating role in the process of the influence of multi-frame leadership on teacher collaboration.Accordingly,this study believes that we should focus on the optimization of the principal’s leadership and management style in the educational practice,so as to promote the effective growth and continuous improvement of teacher collaboration.

关 键 词：多元领导 教师合作 集体效能感 

分 类 号：G637[文化科学—教育学]