不同类型资源如何影响教学投入——基于全国本科高校教师调查的跨层实证分析  

How Different Types of Resources Influence Teacher Engagement:A Cross-Level Empirical Analysis Based on a National Survey of University Teachers

作　　者：郭一蓉 宋轶凡 GUO Yirong;SONG Yifan(Xiamen University,Xiamen 361005)

机构地区：[1]厦门大学高等教育发展研究中心、教育研究院,福建厦门361005 [2]厦门大学教育研究院,福建厦门361005

出　　处：《中国高教研究》2024年第12期85-92,共8页China Higher Education Research

基　　金：2024年度国家社会科学基金教育学青年项目“我国高校数字化发展成熟度的评估模型构建与提升策略研究”(CIA240288)的研究成果。

摘　　要：为促进教师教学投入,各级政府与高校投入了大量资源,但其实质作用仍有待考察。基于资源保存理论,对影响教师教学投入的各类资源进行分析发现:在高校层面,图书资源、主观感知的高校对教学的支持均能够积极影响教师的教学投入,且后者的影响效应更强;高校为“双一流”建设高校反而会消极影响教师教学投入;高校空间资源和经费资源对教师教学投入的影响不显著。在个体层面,教师教学效能感会对教学投入产生积极影响。在高校与个体层面的跨层影响中,高校图书资源与教师的教学自我效能感存在替代效应,即对于低教学效能感的教师而言,图书资源能更加有效弥补效能感的不足,从而更大程度上促进教学投入。In order to promote faculties'teaching engagement,governments and universities have invested many resources,but the substantive impacts of them remains to be evaluated.Based on conservation of resource theory,this study explores various resources on teachers'engagement.Findings show that at the university level,library resources and subjective perception of teaching support have a positive impact on teacher engagement,with the latter having a stronger effect;being a"Double First-Class"construction university negatively affects teacher engagement;the impact of spatial and financial resources on teacher engagement is not significant.At the individual level,faculties'sense of teaching efficacy positively influences teacher engagement.Finally,at the cross-level,there is a substitution effect between college library resources and faculties'teaching self-efficacy,where library resources can more effectively compensate for low efficacy,thereby promoting greater teaching engagement.

关 键 词：资源投入 教学投入 教学自我效能感 跨层实证研究 

分 类 号：G642.0[文化科学—高等教育学]