打开教师领导发展的黑箱：教师领导动机的调查

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research Pub Date : 2025-01-01 DOI:10.1016/j.ijer.2025.102632

Marcus Pietsch , Sebastian Röhl , Ida Malini Syvertsen , Colin Cramer

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引用次数: 0

摘要

本文介绍了教师领导动机的概念。本文以652名德国教师为样本，运用结构方程模型，考察了教师领导情感动机对其领导意向的影响。领导自我效能感、领导经验和个人特征是教师动机和意图的相关预测因子。男教师的领导情感动机高于女教师，表现为更强的领导意向。研究结果强调了将领导经验融入教师教育初始阶段的重要性。为了使更多的妇女担任领导职务，处理激励方面的干预措施似乎是适当的。

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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Opening the black box of teacher leader development: An investigation of teachers’ motivation to lead

This article introduces the concept of teachers’ motivation to lead. Using a sample of N = 652 German teachers and structural equation modeling, we examine whether teachers' affective motivation to lead affects their leadership intentions. Leader self-efficacy, leadership experience, and personal characteristics are relevant predictors of teachers' motivation and intentions. Male teachers show a higher affective motivation to lead than female teachers, which is reflected in stronger leadership intentions. The findings underscore the significance of integrating leadership experience into the initial stages of teacher education. In order to bring more women into leadership positions, interventions that address motivational aspects seem appropriate.

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来源期刊

International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.20

自引率

3.10%

发文量

141

审稿时长

21 days

期刊介绍： The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.