学校分布式领导与教师变革承诺的关系研究

A Study of the Relationship between Distributed Leadership and Teachers' Commitment to Change in Elementary and Secondary Schools

分布式领导和教师变革承诺与学校治理现代化"赋权增能"这一本质诉求具有内在的一致性,能否通过分布式领导的"赋权"方式达成教师变革承诺的"增能"目前国内外尚未获得实证研究的验证和支持。选取1 785名中小学教师进行问卷调查,以探讨分布式领导与教师变革承诺的特点及关系。结果发现:(1)分布式领导与教师变革承诺总体表现均处于中上水平,但各自维度表现都呈不均衡特点;(2)分布式领导和教师变革承诺各维度及总均分在学校区位、层级、阶段、性质和规模等背景变量下都表现出不同的差异特点;(3)分布式领导各维度及总均分与教师变革承诺各维度及总均分呈显著的正相关,分布式领导对教师变革承诺具有显著的正向预测作用。有效地实施分布式领导可以进一步提高教师变革承诺的表现水平,在更高层次上激发教师参与变革的主观愿望和提升教师参与变革的自我预期。

It has not yet acquired the empirical proof at home and abroad that whether the distributed leadership can promote teachers＇ commitment to change although both are internally？ consistent？ with ＂teacher empowerment＂, the essential pursue of school management modernization. This study investigated the characteristics of and relationship between distributed leadership and teachers ＇ commitment to change based on a survey of 1785 elementary and secondary school teachers. The results indicate that： （1） the overall performance of distributed leadership and teachers＇ commitment were at the middle and upper level, but the performance of their dimensions varied at different levels~ （2） the dimensions and total aver- age of distributed leadership and teachers~ commitment showed differences in the factors of the location, level, stage, property, and scale of school~ and （3） all dimensions of the distributed leadership and its to- tal average were significantly positively correlated to all dimensions of the teachers ＇ commitment and its total average, and distributed leadership was a significantly positively predictor of the teachers＇ commit- ment to change. The paper concludes that implementation of distributed leadership can effectively improve the performance of teachers＇ commitment to change, and further stimulate their subjective desires and en- hance their self-expectations to participate in the process of school reform.