校长教学领导力对教师幸福感的影响——以教师集体效能感和自我效能感为链式中介

Effects of Principals’Instructional Leadership on Teachers’Well-being:The Chain Mediation Effect of Teachers’Collective Efficacy and Self-Efficacy

为探讨校长教学领导力对教师幸福感的影响及其作用路径,本研究通过对华南某地843名中小学教师进行调查并根据得到的数据,建立结构方程模型进行分析。研究发现,校长教学领导力通过两种路径正向作用于教师幸福感:一是校长教学领导力对教师幸福感有显著的直接效应;二是"教师集体效能感→教师自我效能感"在两者之间起到显著的链式中介效应。这一结果启示我们,校长在教学领导工作中需要注重创设支持性和合作性的学校共同体文化氛围、发展分布式教学领导以及对教师赋权,以利于增强教师集体效能感和自我效能感,最终促进教师幸福感的提升。

In order to explore the effects of principals’instructional leadership on teachers’well-being and the mechanism of the effects,we conducted a SEM analysis using a sample of 843 teachers from southern China.The outcome reveals that principals’instructional leadership has a positive effect on teachers’well-being through two routes.First,it has a significant direct effect on teachers’well-being.Second,"teachers’collective efficacy→teachers’self-efficacy"has a significant chain mediation effect.The results of this research suggest that principals need to place emphasis on creating supportive and collaborative school professional community culture,as well as developing distributive instructional leadership and empowering teachers,which can improve teachers’collective efficacy and self-efficacy and eventually contribute to the enhancement of teachers’well-being.