领导力与学校层面条件的相互作用:教与学国际调查(TALIS)文献综述

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Joonkil Ahn, Yinying Wang, Yujin Lee
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引用次数: 0

摘要

我们结合网络分析和元分析系统地回顾了关于教与学国际调查的文献,重点关注领导实践与学校层面条件之间的相互作用。我们最初的网络分析使用了83个节点(被回顾研究中的变量)和214个联系(变量关联),而我们随后的荟萃分析使用了21个选定的变量关联。结果表明,领导实践与学校水平的条件相互作用,通过多个相互关联的变量关联,具有一系列的效应量。首先,教师工作条件和教师资格对教师自我效能的影响相对较小。其次,教师自我效能感与教师协作的关系在其他变量关联中效果最强,其次是教师集体分布式领导感知与教师工作满意度的关系。第三,教师对校长领导效能的认知比校长对其领导实践的自我评价有更大的效应量。结果进一步表明,教师自我效能感和教师协作是两个最突出的变量,可能在领导实践和学校层面条件之间发挥桥梁作用。我们为教育领导实践和研究提供了启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Interplay between leadership and school-level conditions: A review of literature on the Teaching and Learning International Survey (TALIS)
We combined network analysis and meta-analysis to systematically review the literature on the Teaching and Learning International Survey, focusing on the interplay between leadership practices and school-level conditions. Our initial network analysis utilized 83 nodes (variables in the reviewed studies) and 214 ties (variable associations), whereas our subsequent meta-analysis employed 21 selected variable associations. Results suggested that leadership practices interplayed with school-level conditions through multiple, interconnected variable associations with a range of effect sizes. First, variables concerning teacher working conditions and teacher qualifications indicated relatively smaller effects than teacher self-efficacy. Second, the association between teacher self-efficacy and teacher collaboration indicated the strongest effect among other variable associations, followed by the relationship between collective teacher perceptions of distributed leadership and teacher job satisfaction. Third, variables regarding teacher perceptions of the principal's leadership effectiveness had larger effect sizes than the principal's self-assessment of their leadership practices. Results further suggested teacher self-efficacy and teacher collaboration as the two most prominent variables that would potentially play a bridging role between leadership practices and school-level conditions. We provide implications for educational leadership practices and research.
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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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