变革型领导对随班就读教师融合教育态度的影响:有调节的中介效应分析  

The Effect of Transformational Leadership on the Attitude to Inclusive Education of Teachers Teaching in the Regular Classroom:A Moderated Mediation Model

作　　者：佘丽 王雁[1] SHE Li;WANG Yan(Faculty of Education,Beijing Normal University,Beijing,100875;School of Educational Sciences,Hunan Normal University,Changsha,410200)

机构地区：[1]北京师范大学教育学部,北京100875 [2]湖南师范大学教育科学学院,长沙410200

出　　处：《中国特殊教育》2022年第9期11-20,共10页Chinese Journal of Special Education

基　　金：国家社会科学基金“十四五”规划2021年度教育学一般课题“融合教育质量提升背景下普通教育教师与特殊教育教师合作教学研究”(课题批准号:BHA210151)。

摘　　要：变革型领导是提升随班就读教师融合教育态度的有效方式。为研究变革型领导、随班就读教师自我效能感、融合教育态度之间的关系及作用机制,研究采用《学校领导力调查问卷》《教师融合教育自我效能感量表》《融合教育情感、接纳态度及忧虑量表》对1250名中小学随班就读教师进行调查。结果表明:变革型领导能正向预测教师的融合教育态度;自我效能感在变革型领导与教师的融合教育态度之间起部分中介作用;培训能够调节变革型领导对自我效能感的预测作用。这提示我们应通过提升校长变革型领导能力、增强教师自我效能感及构建分层次、分阶段培训体系等途径培养随班就读教师积极的融合教育态度。Transformational leadership is an effective way to improve teachers’attitude to inclusive education.To study the relationship and mechanism among transformational leadership,self-efficacy and attitude to inclusive education of teachers teaching in the regular classroom,a questionnaire survey was conducted among 1250 primary and secondary school teachers using“The Nature of School Leadership Survey”,“Teacher’s Self-Efficacy for Inclusive Practices”and“Attitudes and Concerns about Inclusive Education Scale”.The results showed that transformational leadership can positively predict teachers’attitude to inclusive education,self-efficacy plays a partial mediating role in the relationship between transformational leadership and teachers’attitude to inclusive education,and training moderates the predictive effect of transformational leadership on self-efficacy,suggesting that we should improve the transformational leadership of principals,enhance the sense of self-efficacy of teachers,and construct a hierarchical and phased training system to cultivate teachers’positive attitude to inclusive education.

关 键 词：变革型领导 随班就读教师 融合教育态度 自我效能感 

分 类 号：G443[哲学宗教—心理学]