教师专业自主对学生学业及非学业表现的影响

The Effect of Teacher Professional Autonomy on Students' Academicand Non-academic Performance

利用上海PISA2012数据集,分别以数学、科学、阅读素养和拖延行为来衡量学生学业和非学业表现,本文试图研究中国上海基础教育领域学校层面教师专业自主与其他国家的差距、不同类型学校间差异以及学校层面教师专业自主对学生学业及非学业表现的影响。研究发现,中国上海学校层面教师专业自主程度明显低于北欧和盎格鲁-撒克逊国家。另外,相对于普通初中和高中,职业高中的教师专业自主程度更高;相对于公办学校,民办学校教师专业自主程度更高;校长作为教学领导者的学校教师专业自主程度也比较高。再者,增加学校层面教师专业自主有利于提高学生数学和阅读素养,对提高科学素养以及杜绝拖延行为均无影响。基于上述结果,本文得出三方面的启示:国家要提高教师专业自主;校长要形成促进教师专业自主的教学领导风格;在促进教师专业自主以提高学生学业表现的同时,学校要重视学生非学业表现。

On the basis of Shanghai PISA2012 data,students＇ academicperformanceis measured byMathematics,Science,Reading literacy,and non-academicperformanceis measured bytardiness,this study aims to investigate the level of teacher professional autonomy in China-Shanghai when compared with other countries,the difference among various schools,and the effect of teacher professional autonomy on students＇ academic and non-academicperformance in basic education.The results firstly indicate that the level of teacher professional autonomy in China-Shanghai is lower than Northern Europe and Anglo-Saxon countries.Secondly,the level of teacher professional autonomy in vocational high schools,private schools or schools with principals as instructional leaders is high.Thirdly,enhancing teacher professional autonomy is conductive to students＇ Mathematical and Reading literacy but does no effect on students＇ Scientific literacy or tardiness.Based on the results,some suggestions about enhancing teacher professional autonomy,improving principals＇ instructional leadership,and valuing students＇ non-academicperformance are provided.