校长关心型领导对教师社会情感信念的影响:学校氛围的中介作用

The Effect of Caring Leadership on Teachers’Social-emotional Beliefs:Mediating Role of School Climate

社会情感学习是学生获取社会情感能力所必需的态度、知识和技能的过程,旨在实现儿童的自我和社会性发展,能够为学生未来幸福和有成就的生活奠定基础。我国实施社会情感学习,顺应了基础教育发展学生关键能力的倡导,成为新时代立德树人的重要途径之一。教师作为社会情感学习的主要承担者,直接影响社会情感项目的实施效果。以北京市某区和天津市某区1133名小学教师为被试,研究结果显示:校长关心型领导、学校氛围与教师社会情感信念的正向关系显著;并且校长关心型领导对教师社会情感信念的正向影响部分通过学校氛围发挥作用。为此,校长可以通过践行关心型领导,改善学校氛围,来提升教师社会情感信念。

Social emotional learning is a process through which students develop social emotional knowledge,attitudes and competence.It aims to promote children’s self and social development,lay the foundation for students’future happiness and successful life.The implementation of social emotional learning in China has followed the initiative of basic education to develop students’key abilities,and become one of the important ways to establish high moral values and cultivate people in the new era.As main practitioners of social emotional learning,teachers play an important role in social emotional learning implementation.Taking 1133 teachers in two districts of Beijing and Tianjin as subjects,research results indicated that principals’caring leadership and school climate had significantly positive effects on teachers’social emotional beliefs.Teachers’perceptions of school climate partially mediated the relationship between caring leadership and teachers’social emotional beliefs.In order to promote teachers’social emotional beliefs,principals should improve caring leadership and cultivate positive school climate.