校长领导力与乡村教师情感承诺的关系——组织认同的中介和组织支持感的调节作用  

The Relationship between Headmasters’ Leadership and Rural Teachers’Affective Commitment——the Mediating Role of Organizational Identification and the Moderating Role ofPerceived Organizational Support

作　　者：纪春梅[1] 杨悦 张会庆[2] 陈舒淇 JI Chunmei;YANG Yue;ZHANG Huiqing;CHEN Shuqi(Tibet University,Lhasa Xizang,850000;Xizang Minzu University,Xianyang Shaanxi 712082;Hunan Normal University,Changsha Hunan 410012)

机构地区：[1]西藏大学,西藏拉萨850000 [2]西藏民族大学,陕西咸阳712082 [3]湖南师范大学,湖南长沙410012

出　　处：《现代远距离教育》2024年第5期79-86,共8页Modern Distance Education

基　　金：2020年度国家社科基金一般项目“治边稳藏背景下西藏学生学习行为模型及其实证研究”(编号:20BMZ029)。

摘　　要：为探索校长领导力与乡村教师情感承诺的关系、作用机制和边界条件,研究利用中西部三省6525份乡村教师调查数据,构建一个有调节的中介效应模型。结果发现,校长领导力对乡村教师情感承诺有显著正向积极影响;组织认同在校长领导力与乡村教师情感承诺之间起部分中介作用;组织支持感正向调节了校长领导力与乡村教师组织认同之间的关系,并进一步调节了组织认同在校长领导力与乡村教师情感承诺之间的中介效应。基于研究结果,从提升校长领导力、涵育教师组织认同以及夯实教师组织支持三个方面给出建议。To explore the relationship,mechanism and boundary conditions between headmaster’s leadership and rural teachers’affective commitment,6525 rural teachers’survey data in three central and western provinces were used to build a moderated mediation effect model.The result showed that headmaster’s leadership have a significantly positive impact on rural teacher’s affective commitment;organizational identification have a partial mediating role between headmaster’s leadership and rural teachers’affective commitment;perceived organizational support positively moderated the relationship between headmasters’leadership and rural teachers’organizational identification,and further moderated the mediating effect of organizational identity between headmasters’leadership and rural teachers’affective commitment.Based on the research findings,suggestions are provided from three aspects:enhancing the leadership skills of principals,fostering the identity within teacher organizations,and strengthening the support for teacher organizations.

关 键 词：校长领导力 组织认同 情感承诺 组织支持感 

分 类 号：G471.2[文化科学—教育学]