学校领导重要:TIMSS关于教师工作满意度和学生学业成绩的证据

Q1 Social Sciences
Nurullah Eryilmaz , Rolf Strietholt
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引用次数: 0

摘要

本研究利用TIMSS 2015年调查数据,运用元分析方法研究了学校领导支持与教育成果之间的关系,重点关注学生学业成绩和教师工作满意度。该数据集包括来自45个国家的八年级数学和科学教师的回答。元分析整合显示,领导支持对教师工作满意度有小到中等的正向影响,数学教师的综合效应量为0.20 (95% CI:[0.18, 0.22]),科学教师的综合效应量为0.22 (95% CI:[0.19, 0.24])。然而,领导的支持与学生在数学(-0.05,95% CI:[-0.07, -0.03])和科学(-0.04,95% CI:[-0.05, -0.02])上的成绩呈负相关。这些发现强调了领导实践、教师幸福感和学生表现之间复杂的相互作用,强调了解决这些动态的微妙策略的必要性,以提高教师满意度和学生的成绩。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
School leadership matters: Evidence from TIMSS on teacher job satisfaction and students’ academic outcomes
This study investigates the relationship between school leadership support and educational outcomes, focusing on student academic achievement and teacher job satisfaction, utilizing a meta-analytic approach with data from the TIMSS 2015 survey. The dataset comprises responses from eighth-grade mathematics and science teachers across 45 countries. Meta-analytic integration reveals that leadership support has a small-to-moderate positive effect on teacher job satisfaction, with pooled effect sizes of 0.20 (95 % CI: [0.18, 0.22]) for mathematics teachers and 0.22 (95 % CI: [0.19, 0.24]) for science teachers. However, leadership support demonstrates a small negative association with student achievement in both mathematics (-0.05, 95 % CI: [-0.07, -0.03]) and science (-0.04, 95 % CI: [-0.05, -0.02]). These findings highlight the complex interplay between leadership practices, teacher well-being, and student performance, underscoring the need for nuanced strategies that address these dynamics to enhance both teacher satisfaction and student outcomes.
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来源期刊
CiteScore
8.90
自引率
0.00%
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审稿时长
69 days
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