学校变革型领导与教师组织承诺的关系研究

A Study of the Relationship between School Transformational Leadership and Teachers' Organizational Commitment in Elementary and Secondary Schools

选取2 196名中小学教师进行问卷调查,以探讨学校变革型领导与教师组织承诺的特点及关系。研究结果发现:(1)学校变革型领导与教师组织承诺总体表现均处于中上水平,但各自维度表现水平都呈不均衡特点;(2)学校变革型领导与教师组织承诺均存在显著的学校区位差异和学校阶段差异,城市学校、小学阶段与农村学校、初中阶段相比优势极为明显;(3)学校变革型领导各维度及总体与教师组织承诺各维度及总体呈显著的正相关,学校变革型领导对教师组织承诺具有显著的正向预测作用;(4)学校变革型领导的愿景激励、智慧激发两个因素对教师组织承诺的贡献率较大,而魅力影响、个别关怀两个因素对其贡献率相对较小。研究证实学校变革型领导是提升教师组织承诺的学理支点和关键动力,未来研究应以两者的关系思维为纽带丰富相关理论研究,并据此从主观认知、客观条件、主体行为和文化重塑探寻教师组织承诺提升的行动路径。

This study investigated the characteristics and the relationship between school transformational leadership(STL)and teachers?organizational commitment(TOC)based on a survey of 2 196 ele?mentary and secondary school teachers.The results indicate that:(1)the overall performance of STL and TOC were at the middle and upper level,but their dimensions varied at different levels;(2)the dimensions and totalaverage of STL andTOC showed significant differences under the factors of the school location and school stage,with urban schools and elementary schools performing better than rural schools and secondary schools;(3)all dimensions of STL and its total average were signiticantly and positively correla?ted to all dimensions of TOC and its total average,and STL was a signiticantly positive predictor of TOC;(4)the visionary inspiration and intellectual stimulation dimensions of STL had greater contribution,while the charisma influence and individualized consideration dimensions of STLhad smaller influence on TOC.Therefore,this paper concludes that STL is the theoretical fulcrum and key power which can improve the performance of TOC,and future studies should adopt the relational thinking of them to enrich relevant theories and further explore practical approaches to increasing TOC from the aspects of subjective cognition,objective condition,subject behavior and culture reshaping.