真实型领导如何影响教师知识共享——基于自我决定理论的实证分析

How Authentic Leadership Influences Teacher Knowledge Sharing-An Empirical Analysis Based on Self-determination Theory

教师知识共享不仅能够帮助教师形成互惠发展的合力,而且有助于提升学校公共知识的质量,最终惠及学生。如何促进教师的知识共享是现代学校管理的一大难题。从自我决定理论的视角出发,采用量化研究方法,对真实型领导如何影响教师知识共享进行研究,结果表明:校长真实型领导对教师知识共享行为具有正向预测作用;内部人身份感知和社会情感能力在校长真实型领导与教师知识共享之间发挥着单独中介作用;内部人身份感知和社会情感能力在校长真实型领导与教师知识共享之间发挥着链式中介作用;教师工作自主能够正向调节链式中介机制的后半段,即教师感知工作自主性越高,其社会情感能力对知识共享的正向预测作用越强烈。因此,需要从提高校长真实型领导水平,激发教师知识共享;培养内部人身份感,提升社会情感能力;构建增权赋能机制,重视教师工作自主等方面促进学校管理变革。

Teacher knowledge sharing not only facilitates the formation of a collaborative force for mutual development among teachers,but also contributes to improving the quality of public knowledge in schools,ultimately benefiting all students.Indeed,promoting teacher knowledge sharing is a major challenge in modern school management.From the perspective of self-determination theory,a quantitative research method was used to research on how authentic leadership affects teachers’knowledge sharing,and the findings revealed that:authentic leadership of principals positively predicts teacher knowledge sharing behavior;perceived insider identity and social-emotional competence play separate mediating roles between authentic leadership of principals and teacher knowledge sharing;perceived insider identity and social-emotional competence play a chain mediating role between authentic leadership of principals and teacher knowledge sharing;teacher job autonomy positively moderates the latter half of the chain mediating mechanism,indicating that higher perceived job autonomy strengthens the positive predictive effect of teacher social-emotional competence on knowledge sharing.Therefore,to promote school management reforms,we should enhance authentic leadership levels to stimulate teacher knowledge sharing;cultivate perceived insider identity to enhance social-emotional competence,and construct mechanisms for empowerment and autonomy for teachers.