教师学校领导能力与教师自我效能感的关系:教师专业学习的中介作用

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2022-09-14 DOI:10.1080/13632434.2022.2123791

S. Gümüş, Ali Çağatay Kılınç, M. Bellibaş

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引用次数: 1

摘要

摘要本研究旨在探讨教师领导与自我效能感之间的关系，并以教师专业学习为中介。该研究采用了横断面定量设计，收集了土耳其不同地区公立小学、初中和高中的数据。本研究采用结构方程模型(SEM)来评估教师在校领导能力、教师专业学习与教师自我效能之间的结构关系。结果显示，这三个变量之间存在显著的正相关关系。教师专业学习与教师自我效能感、教师领导与教师自我效能感之间的效应量较小，而教师领导与教师专业学习之间的效应量较大。

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The relationship between teacher leadership capacity at school and teacher self-efficacy: the mediating role of teacher professional learning

ABSTRACT This study sought to explore the relationship between teacher leadership and teacher self-efficacy with the mediating role of teacher professional learning. The study employed a cross-sectional quantitative design with data compiled among public elementary, middle, and high schools across different regions of Turkey. We employed structural equation model (SEM) to estimate the structural relationships between teacher leadership capacity at school, teacher professional learning, and teacher self-efficacy. The results revealed a positive and statistically significant relationship between all three variables. While the effect sizes for the relationship between teacher professional learning and teacher self-efficacy, and between teacher leadership and teacher self-efficacy were small, there was a large effect size for the relationship between teacher leadership and teacher professional learning.

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来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.