Responsible leadership, teacher recognition, and teacher emotional well-being: an investigation of gender differences

IF 1.9 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teachers and Teaching Pub Date : 2023-10-05 DOI:10.1080/13540602.2023.2265831

Ying Zhang, Junjun Chen, Kwok Kuen Tsang

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引用次数: 0

Abstract

ABSTRACTTeacher emotional well-being is under challenges. Although previous research has revealed the positive effects of responsible leadership in education fields, its influence on teacher emotional well-being has remained underdeveloped. Therefore, this study aimed to fill the research gap by examining the direct effect of responsible leadership on teacher emotional well-being and testing the mediation effects of teacher recognition and gender difference. By surveying a total of 486 teacher responses working in public primary and secondary schools in China, the study revealed that responsible leadership is associated with teacher emotional well-being significantly through the mediation effect of recognition for social esteem and a significant gender difference among these relationships. The findings and implications are discussed further.KEYWORDS: Responsible leadershipteacher recognitionteacher emotional well-beinggender difference Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Capital University of Economics and Business under the fundamental research funds of Beijing Municipal Universities [number XRZ2022012]

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负责任领导、教师认同与教师情绪幸福感:性别差异的调查

摘要教师情感健康面临挑战。尽管已有研究揭示了责任领导在教育领域的积极作用，但其对教师情绪幸福感的影响尚不充分。因此，本研究旨在通过检验责任领导对教师情绪幸福感的直接影响，以及检验教师认同与性别差异的中介作用，来填补这一研究空白。通过对486名中国公立中小学教师的问卷调查，研究发现责任领导通过社会尊重认知的中介作用与教师情绪幸福感显著相关，且这种关系存在显著的性别差异。进一步讨论了研究结果和影响。关键词:负责任领导教师认可教师情感幸福感性别差异披露声明作者未发现潜在利益冲突本研究由首都经济贸易大学资助，北京市高等学校基本科研业务费项目[no . XRZ2022012]

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来源期刊

Teachers and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

7.40%

发文量

期刊介绍： Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers" work and other research of professional interest.