愿景型领导对中小学教师教学效能感的影响:一个有调节的中介模型  

The impact of visionary leadership on the teaching efficacy of primary and secondary school teachers:a moderated mediation model

作　　者：马千惠 MA Qianhui(Changsha Yaohua Senior High School,Changsha 410000,China)

机构地区：[1]长沙市耀华高级中学,湖南长沙410000

出　　处：《心理月刊》2025年第3期88-91,95,共5页

摘　　要：目的探索愿景型领导对中小学教师教学效能感的作用机制与边界条件,有效提升学校教育质量。方法基于社会交换理论,在2024年10月份对湖南省长沙市5所中学和5所小学的心理教师发放487份调查问卷,并回收406份有效问卷,构建结构模型进行回归分析。结果愿景型领导对中小学教师教学效能感有显著正向影响作用(β=0.175,P<0.001),愿景型领导对组织承诺产生了明显的正向反馈(β=0.825,P<0.001),组织承诺对教学效能感产生了明显的正向预测反馈(β=0.675,P<0.001),组织承诺在愿景型领导与教学效能感之间起部分中介作用,领导组织化身调节了组织承诺在愿景型领导与教学效能感之间的间接作用。结论愿景型领导既可以直接影响中小学教师的教学效能感,也可以通过组织承诺中介作用于教学效能感,并受到领导组织化身的调节作用影响。Objective To explore the mechanism and boundary conditions of visionary leadership on the teaching efficacy of primary and secondary school teachers is of great significance for stabilizing the teaching staff and improving the quality of education.Methods A survey questionnaire of 406 primary and secondary school teachers in Hunan Province was used as a sample,and a structural model was constructed for data analysis.Results Visionary leadership has a significant positive impact on the teaching efficacy of primary and secondary school teachers(β=0.175,P<0.001).Visionary leadership has a significant positive feedback on organizational commitment(β=0.825,P<0.001),and organizational commitment has a significant positive predictive feedback on teaching efficacy(β=0.675,P<0.001).Organizational commitment partially mediates the relationship between visionary leadership and teaching efficacy,and leadership organizational embodiment moderates the indirect effect of organizational commitment between visionary leadership and teaching efficacy.Conclusion Visionary leadership can both directly influence elementary and secondary teaching efficacy,as well as mediate the effect on teaching efficacy through organizational commitment and be influenced by the moderating effects of the leadership organizational incarnation.

关 键 词：愿景型领导 组织承诺 教学效能感 领导组织化身 

分 类 号：B84[哲学宗教—心理学]