教师教学自主权与教学反思的关系:心理授权和职业承诺的中介作用  

The Relationship between Teaching Autonomy and Teaching Reflection: The Mediating Role of Psychological Empowerment and Professional Commitment

作　　者：姚计海[1] 蒋雨含 邹弘晖 YAO Jihai;JIANG Yuhan;ZOU Honghui(Faculty of Education,Beijing Normal University,Beijing 100875;Faculty Affairs Office of the CPC(Personnel Department),Beijing Dance Academy,Beijing 100081)

机构地区：[1]北京师范大学教育学部,北京100875 [2]北京舞蹈学院党委教师工作部(人事处),北京100081

出　　处：《心理发展与教育》2023年第6期842-849,共8页Psychological Development and Education

基　　金：北京教育科学规划重点课题“中小学校长-教师管理沟通对教师专业发展的影响研究”(AAFA16004)。

摘　　要：采用问卷调查法对北京23所中小学的教师加以研究,共回收有效问卷数据1341份,使用结构方程模型探讨教师教学自主权对其教学反思的影响,以及心理授权和职业承诺的中介作用。结果发现教师教学自主权对教学反思的直接效应和间接效应均显著,而且,间接效应包含两条路径:教学自主权通过心理授权的单独中介作用以及通过心理授权和职业承诺的链式中介作用影响教学反思。结果表明教师教学自主权与教学反思具有紧密关联,教师心理授权和职业承诺在该关联中发挥重要作用。Investigating teachers in 23 primary and secondary schools in Beijing by questionnaire,collecting 1341 valid data in total,and using structural equation model to explore the impact of teachers'teaching autonomy on their teaching reflection and the mediating role of psychological empowerment and professional commitment.The results show that the direct and indirect effects of teachers'teaching autonomy on teachers'teaching reflection are significant.The indirect effects include two paths:teaching autonomy affects teachers'teaching reflection through the separate mediating role of psychological empowerment and the chain mediating role of psychological empowerment and professional commitment.The results show that teachers'teaching autonomy is closely related to teachers'teaching reflection,psychological empowerment and professional commitment play important roles in this connection.

关 键 词：教师专业发展 教学反思 教学自主权 心理授权 职业承诺 

分 类 号：G442[哲学宗教—心理学]