如何让学生在学校感到幸福——校长教学领导力作用机制探索

How to Maintain Students’ School Wellbeing:An Exploration into the Effect of School Principals’ Instructional Leadership

随着“双减”的深入,学生的全面发展与幸福感也受到更多的关注。为了探究学校校长与教师如何影响学生学校幸福感,从而为学校营造良好的教育生态、增进人民对教育的满意度、加快建设扎根中国现实的教育高质量体系提供有效的循证依据,研究基于“中国学校课程与教学调查项目”(ICIC)数据库,通过匹配与挖掘中部某省具有代表性的53所中学数据,对校长教学领导力与学生学校幸福感之间的作用机制进行探索。研究发现,校长教学领导力对学生学校幸福感有直接和间接的影响,教师教学效能感与师生关系在二者之间起到了链式中介作用。为此,提升学生学校幸福感,需要提高校长教学领导力水平,进而激发教师教学效能感,促进良好师生关系构建。该研究结果为校长通过教学领导力对学生幸福感的影响提供了有效路径与机制的循证依据。以此为例,为推进扎根中国大地的教育高质量发展,挖掘实证研究对识别中国教育实践智慧背后的“理”的积极作用提供了初步的思考与启示。

With the deepened practice of the policy for "reducing the burden heaped on students by schools and after-school training institutions," more attention is paid to students’ well-rounded development and wellbeing. To explore how school principals and teachers affect students’ school wellbeing so as to create a good educational ecology for schools,improve the people’s satisfaction with education,and offer effective and evidence-based approaches to the rapid construction of a high-quality education system rooted in China’s reality,this study explores the effect of school principals’ instructional leadership on students’ school wellbeing,based on the data from the "Investigation of Curriculum and Instruction in China(ICIC),and 53 representative secondary schools from a certain province in central China. The authors find the following:The school principals’ instructional leadership had direct and indirect effects on the students’ school wellbeing,and teachers’ teaching self-efficacy and the teacher-student relationship played a chain-mediating role. To enhance students’ school wellbeing,we need to improve school principals’ instructional leadership to stimulate teachers’ teaching self-efficacy and promote the construction of a good teacher-student relationship. This provides an effective and evidence-based approaches and mechanisms for the effect of school principals on students’ school wellbeing through their instructional leadership,and offers preliminary enlightenment to the promotion of the high-quality development of education rooted in China,and the exploration into the active role of empirical research in the identification of the "reason" behind the wisdom of China’s educational practice.