Head teacher leadership behavior, class collective efficacy and school adjustment of junior high school students: A 2-2-1 multilevel mediation analysis

IF 1.7 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

School Psychology International Pub Date : 2024-03-07 DOI:10.1177/01430343241236491

Leishan Shi, Yuping Wu, Yanfang Zhou

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引用次数: 0

Abstract

Based on Bass' leadership theory and Bandura's social cognitive theory, we tested the direct relationship between head teacher transformational leadership behavior, head teacher transactional leadership behavior, and junior high school students’ school adjustment as well as explored the role of class collective efficacy in mediating this relationship. Surveying 5,083 junior high school students in 168 classes and controlling for grade, head teacher gender, and class size, the hypothesized relationships were tested through a 2-2-1 mediation model using multilevel structural equation modeling. The results indicated that there was not only a direct relationship between head teacher transformational leadership behavior and school adjustment ( b = .326, 95% confidence interval [CI] [.218, .434]), but also an indirect relationship through class collective efficacy (.047, 95% CI [.007, .087]), although the direct link was stronger. Moreover, there was only an indirect relationship between head teacher transactional leadership behavior and school adjustment through class collective efficacy (.051, 95% CI [.007, .096]), and the link between head teacher transformational leadership behavior and school adjustment was stronger than the link between head teacher transactional leadership behavior and school adjustment (diff = .351, 95% CI [.126, .577]). This study extended Bass' leadership theory to a class organization, and the relationship between head teacher leadership behavior and school adjustment was explored at the class level in a junior high school.

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班主任领导行为、班级集体效能感与初中生的学校适应性：2-2-1多层次中介分析

基于巴斯的领导理论和班杜拉的社会认知理论，我们检验了班主任变革型领导行为、班主任交易型领导行为与初中生学校适应之间的直接关系，并探讨了班级集体效能在这一关系中的中介作用。我们对 168 个班级的 5083 名初中生进行了调查，并控制了年级、班主任性别和班级规模，通过多层次结构方程模型的 2-2-1 中介模型检验了假设的关系。结果表明，班主任变革型领导行为与学校适应之间不仅存在直接关系（b = .326，95% 置信区间 [CI][.218，.434]），而且还通过班级集体效能感（.047，95% CI [.007，.087]）存在间接关系，但直接关系更强。此外，班主任交易型领导行为与学校适应性之间仅存在通过班级集体效能感的间接关系（.051，95% CI [.007，.096]），班主任变革型领导行为与学校适应性之间的联系强于班主任交易型领导行为与学校适应性之间的联系（diff = .351，95% CI [.126，.577]）。本研究将巴斯的领导理论延伸至班级组织，在初中班级层面探讨了班主任领导行为与学校适应性之间的关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Psychology International PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.90

自引率

8.70%

发文量

期刊介绍： The official publication of the ISPA. School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer