{"title":"负责任领导、教师认同与教师情绪幸福感:性别差异的调查","authors":"Ying Zhang, Junjun Chen, Kwok Kuen Tsang","doi":"10.1080/13540602.2023.2265831","DOIUrl":null,"url":null,"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]","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Responsible leadership, teacher recognition, and teacher emotional well-being: an investigation of gender differences\",\"authors\":\"Ying Zhang, Junjun Chen, Kwok Kuen Tsang\",\"doi\":\"10.1080/13540602.2023.2265831\",\"DOIUrl\":null,\"url\":null,\"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]\",\"PeriodicalId\":47914,\"journal\":{\"name\":\"Teachers and Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2023-10-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teachers and Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13540602.2023.2265831\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teachers and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13540602.2023.2265831","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Responsible leadership, teacher recognition, and teacher emotional well-being: an investigation of gender differences
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]
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.