小学儿童的社会创造性倾向与教师领导方式的关系

Relation Between Social Creative Potential of Primary School Children and Teacher’s Leadership Styles

目的:考察小学儿童社会创造性倾向与教师领导方式的关系。方法:随机选取411名3-6年级小学儿童,以小学儿童社会创造性倾向问卷和教师领导方式访谈为评价手段,采用了相关分析、回归分析等统计方法。结果:①儿童的社会创造性倾向与教师的放任呈显著负相关,问题解决特质、坚毅进取性、主动尽责性和交往能力等均与教师的民主相关显著;②教师的放任可负向预测其社会创造性倾向,教师的民主可正向预测儿童的问题解决特质、坚毅进取性、主动尽责性。结论:民主的教师领导方式可能更有利于小学儿童社会创造性倾向的发展,而放任的领导方式则可能妨碍社会创造性的发展。

Objective： To investigate the relation between social creative potential of primary school children and their teachers＇ leadership styles. Methods： Social Creative Potential Questionnaire for Primary School Children was administered to 411 primary school children randomly selected from Grades 3 to 6; structured interview was used to evaluate teacher＇s leadership style, and data were analyzed with correlation analysis, and regression analysis. Results： ①Significant negative correlations existed between social creative potential and teachers＇ indulging style, and the dimensions of problem-solving traits, steadfast and enterprising tendency, initiative and duteousness and social ability correlated significantly with teachers＇ democracy; ②Teachers＇ indulging style could negatively predict children＇s social creative potential, and teachers＇ democracy could positively predict problem-solving traits, steadfast and enterprising tendency and initiative and duteousness. Conclusion： The democratic leadership of teachers may facilitate the development of social creativity of primary school children, and the indulging leadership may hinder the development of their social creativity.