教师认可在变革型领导与教师专业精神之间的中介作用：多层次中介分析

IF 2.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Administration Quarterly Pub Date : 2024-07-26 DOI:10.1177/0013161x241263845

Ying Zhang

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引用次数: 0

摘要

鉴于管理改革在教育领域的重大影响，如何促进教师专业化似乎成为学校领导的首要任务。本研究探讨了教师认可对变革型领导与教师专业化之间关联的中介作用。本研究以中国大陆 98 所学校的 1196 名中小学教师为样本，采用多层次结构方程模型，同时从教师层面和学校层面探讨研究变量之间的关联。在教师层面，研究结果表明，变革型领导与教师专业水平呈正相关，并验证了教师认可对社会自尊的中介作用。在学校层面，变革型领导与教师的专业精神相关，其中介作用是对教师关爱的认可。这项研究表明，变革型领导可能会通过教师对个人和学校的认可来影响教师的专业精神，但影响机制可能有所不同。

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The Mediation Role of Teacher Recognition Between Transformational Leadership and Teacher Professionalism: A Multilevel Mediation Analysis

Given the significant influence of managerial reforms in education fields, how to promote teacher professionalism appears to be a priority task for school leaders. This study examined the mediation role of teacher recognition on the association between transformative leadership and teacher professionalism. From a sample of 1196 primary and secondary school teachers nested in 98 schools from mainland China, this study used the multilevel structuration equation model to explore the associations among the study variables on both the teacher level and school level simultaneously. On the teacher level, the results showed that transformative leadership was positively related to teacher professionalism and verified the mediation role of teacher recognition for social esteem. On the school level, transformative leadership was associated with teacher professionalism through the mediation role of recognition for care. This study suggests that transformative leadership may influence teacher professionalism via teacher recognition on both individual and school levels, while the influence mechanism could be different.

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来源期刊

Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.90

自引率

3.00%

发文量

期刊介绍： Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.