“三区三州”小学数学教师教学胜任力研究:基于多层链式中介模型的实证分析

Research on Primary School Mathematics Teachers’Teaching Competence in“Three Regions and Three Prefectures”:An Empirical Analysis Based on a Multilevel Chain Mediating Model

教师教学胜任力研究有助于提高"三区三州"小学数学教师的整体素质,对于乡村教师队伍的建设和教育质量的提升具有重要的理论和实践意义。选取"三区三州"2728名小学数学教师展开调查,基于组织环境视角和自我导向理论,构建多层链式中介模型对教师教学胜任力进行实证研究。研究发现:校长教学领导力对教师教学胜任力的直接影响不显著,教师专业自主发展意识和教学效能感在校长教学领导力与教师教学胜任力之间兼备单独中介和链式中介作用。该模型强调了教师教学效能感和专业自主发展意识对提升教学胜任力的作用,为促进乡村小学数学教师的专业发展,改善乡村数学教育教学质量提供了有效依据。基于此,在"三区三州"小学数学教师队伍建设中,应该继续加强校长有效的教学领导,提升教师专业成长自主性,促进持续发展;构建专业发展共同体,实现整体发展;借鉴契约学习模式,促进个性发展。

The research on teachers’teaching competence helps improve the overall quality of primary school mathematics teachers in"three regions and three prefectures".It has important theoretical and practical significance for the construction of rural teachers and improving education quality.Based on the perspective of organizational environment and self-guidance theory,2728 primary school mathematics teachers from"three regions and three prefectures"were selected,this paper constructs a multilevel chain mediating model to make an empirical study on teachers’teaching competence.The results indicate that the direct influence of principals’instructional leadership on teaching competence of primary school mathematics teachers is not significant;teaching efficacy and awareness of professional self-development have both individual and chain mediating roles between teaching competence of primary school mathematics teachers and principals’instructional leadership.This model emphasizes the role of teachers’teaching efficacy and awareness of professional self-development in improving teachers’teaching competence,providing an effective basis for promoting the professional development of rural primary school mathematics teachers and improving the quality of rural mathematics education.Based on the above conclusion,the team construction of primary school mathematics teachers in"three regions and three prefectures"should strengthen the effective instructional leadership of principals,improve teachers’autonomy in professional growth and promote sustainable development,build a professional development community to achieve overall development and learn from the contract learning model to promote personality development in the future.