配置以学习为中心的领导对教师专业学习和教师自我效能感的促进作用

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lei Mee Thien, Sock Beei Yeap
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引用次数: 0

摘要

全面调查的配置效果的学习为中心的领导,可以充分解释教师的成果,还没有充分解决在文献中。在复杂性理论的基础上,本研究旨在探讨以学习为中心的领导的四个维度如何结合使用对称和非对称的方法来提高教师专业学习和教师自我效能感。数据收集自马来西亚槟城的453名中学教师。偏最小二乘结构方程模型显示,领导支持维度对教师专业学习有显著的正向影响。造型维度对教师专业学习和教师自我效能感有显著的正向影响。模糊集定性比较分析揭示了以学习为中心的领导维度对教师专业学习的四个配置效应,包括高水平管理学习计划和低水平建立学习愿景的结合,导致教师专业学习的高水平。同样,以学习为中心的领导维度对教师自我效能感也有四个配置效应。本研究通过推进以学习为中心的领导维度如何结合起来更好地解释教师高水平专业学习和教师自我效能感的理论基础,为文献做出了贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Configuring effects of learning-centred leadership in promoting teacher professional learning and teacher self-efficacy
Comprehensive investigation of configuring effects of the learning-centred leadership that could sufficiently explain teacher outcomes has not been adequately addressed in the literature. Drawing on complexity theory, this study aims to investigate how the four dimensions of learning-centred leadership combine to lead to increased teacher professional learning and teacher self-efficacy using a combination of symmetric and asymmetric approaches. Data were collected from 453 secondary school teachers in Penang, Malaysia. The partial least squares structural equation modelling revealed the leadership support dimension has a significant positive effect on teacher professional learning. The modelling dimension has a significant positive effect on teacher professional learning and teacher self-efficacy. Fuzzy set-qualitative comparative analysis informed four configuring effects of learning-centred leadership dimensions on teacher professional learning, including a combination of high level of managing the learning programme and low level of building a learning vision leads to generate a high level of teacher professional learning. Likewise, there are four configuring effects of learning-centred leadership dimensions on teacher self-efficacy. This study contributes to the literature by advancing the theoretical foundation of how the learning-centred leadership dimensions combine to better explain high level of teacher professional learning and teacher self-efficacy.
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来源期刊
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
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