以学为中心的校长领导何以成就教师的职业幸福:基于多水平结构方程模型的研究  

The Relation between Learning-centered Leadership and Teachers'Professional Well-being:A Multilevel Structural Equation Model

作　　者：罗羽乔 魏国武 左璜[3] LUo Yuqiao;WEI Guowu;ZUO Huang(Ghent University,Ghent B9000,Belgium;Northeast Normal University,Changchun 130024,China;South China Normal University,Guangzhou 510631,China)

机构地区：[1]根特大学心理和教育科学学院,B9000 [2]东北师范大学教育学部,130024 [3]华南师范大学教师教育学部,510631

出　　处：《教育科学研究》2024年第2期27-33,共7页Educational Science Research

基　　金：2019年度国家社会科学基金教育学一般课题“中小学核心价值观教育的国际比较研究”(19BKS162)的成果之一。

摘　　要：提升教师职业幸福感是激发教师队伍活力,增强教师职业整体吸引力的重要举措。基于安徽省47所中小学校教师的3646份有效作答数据,建立多水平结构方程模型进行分析,结果表明,以学为中心的校长领导对教师职业幸福感具有显著的正向影响,且学校专业学习共同体的中介效应得到验证。研究为构建发展校长领导力以提升教师职业幸福感的政策思路提供了循证支持,指出校长应当以学习为核心视角观照学校事务、基于校本实践引领研究性学习并整合民主化的领导愿景。Improving teachers'professional well-being is an important measure to stimulate the vitality of the teacher team and enhance the overall attractiveness of the teaching job.This study aims to investigate the impact of learning-centered principal leadership on teachers'professional well-being and examine the mediating role of the professional learning community.Data was collected from 3646 teachers working in 47 primary and secondary schools.A multilevel structural equation model was established to examine the research hypotheses based on the data.The results show that learning-centered principal leadership has a significant and positive impact on teachers'professional well-being,and the mediating effect of the professional learning community can be confirmed.The results inspire the evidence-based practice of transformation principals'leadership to improve teachers'professional well-being,including learning as the key perspective to observe school administration,leading research-based learning project based on school-based practice,and embedding the democratic vision into leadership practice.

关 键 词：校长领导力 专业学习共同体 中小学教师 职业幸福感 多水平结构方程模型 

分 类 号：G472.3[文化科学—教育学]