文化回应性教学效能影响民族地区乡村教师离职倾向吗?——一项探索性研究

How Culturally Responsive Teaching Self-efficacy Affects Teacher Turnover Intention in the Ethnic Ereas of China——An Explorary Study

本研究旨在探究我国民族地区乡村教师文化回应性教学效能现状,并探索地方文化归属感和敬业度在教师文化回应性教学效能对离职倾向影响中的作用机制。本研究以分层随机抽样法在我国西南地区某民族地区自治县选取1395位乡村中小学教师进行问卷调查。结果表明,我国民族地区乡村教师文化回应性教学效能处于中上水平且存在一定内部差异。教师文化回应性教学效能能够显著负向预测离职倾向,教师的文化回应性教学效能通过地方文化归属感和敬业度的中介作用影响离职倾向。同时,探讨了教师文化回应性教学效能对民族地区教育质量提升和教师队伍建设的理论依据、现实意义并提出了对策建议。

The purpose of current study is to explore the status quo of culturally responsive teaching self-efficacy of rural teachers in the ethnic areas of China,and to explore how sense of belonging to local culture and work engagement effect the impact of culturally responsive teaching self-efficacy on teachers’turnover intention.A total of 1395 rural primary and secondary school teachers in an ethnic area in Southwestern China participated in current study.The results show that the culturally responsive teaching self-efficacy of rural teachers in Chinese ethnic areas is in an upper-middle level and there were certain internal differences.Moreover,the chain mediation model showed that teachers’culturally responsive teaching self-efficacy can significantly and negatively predict their turnover intention.Culturally responsive teaching self-efficacy affects teacher’s turnover intention through the mediation of sense of belonging to local culture and work engagement.Finally,the significance of teacher culturally responsive teaching self-efficacy to rural education and teacher development in ethnic areas as well as implications for practice,were discussed.