教师对业务园长进班指导的价值体验及其影响因素

On Teachers’Sense of Value of Preschool Principals’Instructional Supervision at Class

业务园长深入班级中对教师的教育教学行为进行观察和指导,是业务园长的重要工作内容和保障幼儿园教育质量的重要手段。教师对业务园长进班指导的价值体验是评价业务园长进班指导效果的重要指标。本研究采用自编问卷,对北京市106所幼儿园的1956名教师进行调查,结果显示教师对业务园长进班指导的主观感受积极,较为认同其对自身专业成长的促进作用;业务园长在进班指导过程中的交流反馈的启发性、持续性对教师的价值体验具有显著影响,交流反馈的具体性和教师教龄之间具有显著的交互作用;业务园长进班指导过程中的心理氛围、教师接受进班指导的次数、能否得到提前通知等对教师的价值体验也有显著影响。为促进教师对业务园长进班指导的价值认同,充分发挥业务园长进班指导对教师专业发展的积极作用,业务园长不仅要注意提高进班指导的程序安排水平与交流反馈质量,而且要重视教师作为“人”的学习和发展规律,关注其情绪情感、价值体验、行为动机等方面的非认知因素,以全面提升教师素养为进班指导的根本目的。

Instructional supervision has been considered essential by many researchers in maintaining educational qualities.The aim of this study is to examine teachers’sense of value of preschool principals’instructional supervision at class.1956 teachers from 106 preschools in Beijing participated in the study.The results show that most teachers hold a positive attitude towards principals’supervision.Teachers’sense of value is significantly affected by the extent of inspiration and continuity of principals’feedbacks,while the specificity and teachers’experience have an interactive impact.Other significant factors include the psychological atmosphere,the number of supervision received by the teachers,and whether the teachers receive prior note.It can be concluded that the qualities of communication and feedback from and the process arrangement of instructional supervision are vital,while principals should pay attention to teachers’non-cognitive factors when designing and practicing instructional supervision.