教师课堂变革型领导力对学生英语成绩的影响

发布时间：2018-08-30 20:09

【摘要】：变革型领导理论诞生于20世纪70年代,该理论认为具有变革型特征的领导者能够激发下属的积极性,从而更好地帮助下属实现领导者和下属的共同目标。早期学者们对变革型领导力的研究主要集中于政治、经济以及商务活动等领域。进入20世纪80年代以来,变革型领导力开始运用到教育领域,并在90年代后逐渐发展起来,引起了国外教育学者们的极大兴趣。鉴于国内目前对于变革型领导力的研究主要在政治、经济等方面,在教育领域的研究相对较少。本文旨在了解教师变革型领导力在课堂的运用现状,探究学生所感知的教师课堂变革性领导行为与学生成绩的关系。以Burns的变革型领导理论为基础、Bass对变革型领导理论四个维度的划分为支撑,对湖北工业大学126名本科生分别进行了开放式和封闭式问卷调查。具体分析学生所感知的教师变革型领导行为在课堂上的表现;并通过学生对于教师课堂变革型领导行为的反馈与学生大学英语四级成绩进行比较,进一步探讨教师变革型领导行为与学生成绩之间的相关性。本研究得出如下结论:1,目前学生感知教师在课堂上具有一定的变革型领导行为。在理想化影响力、鼓舞性激励、智力激发和个性化关怀四个层面的表现形式均有不同程度的体现。2,教师的课堂变革型领导行为与学生成绩之间存在相关性。在理想化影响力、鼓舞性激励、智力激发和个性化关怀四个维度的相关性存在差异。3,高分组和低分组学生所感知到的教师课堂变革型领导行为存在显著性差异。因此,本研究表明变革型领导力在课堂上的应用对于促进教师专业化发展和提高学生的学习质量具有巨大的理论价值和实践意义。
[Abstract]:The theory of transformational leadership was born in the 1970s. The theory holds that leaders with transformational characteristics can stimulate the enthusiasm of subordinates and help them to achieve the common goal of leaders and subordinates better. Early scholars focused on transformational leadership in political, economic, and business fields. Since the 1980s, transformational leadership began to be applied to the field of education, and developed gradually after the 1990s, which aroused great interest of foreign educators. In view of the current domestic research on transformational leadership mainly in the political, economic and other fields, there is relatively little research in the field of education. The purpose of this paper is to understand the current situation of teachers' transformational leadership in classroom, and to explore the relationship between teachers' transformative leadership behavior and students' achievement. Based on Burns's transformational leadership theory, an open and closed questionnaire survey was conducted among 126 undergraduates of Hubei University of Technology based on the classification of four dimensions of transformational leadership theory by Bass. The performance of teachers' transformational leadership behavior perceived by students is analyzed in detail, and the students' feedback on teachers' transformational leadership behavior is compared with the students' CET-4 scores. To further explore the relationship between teachers' transformational leadership behavior and students' achievement. This study draws the following conclusion: 1. At present, students perceive teachers to have transformational leadership behavior in the classroom. In the four levels of idealized influence, inspirational motivation, intellectual stimulation and individualized care, there is a different degree of manifestation. The teachers' transformational leadership behavior and students' achievements are related to each other. There are significant differences in the correlation among the four dimensions of idealized influence, inspirational motivation, intellectual stimulation and individualized care, and there are significant differences between the high score group and the low group students in the teachers' transformational leadership behavior. Therefore, this study shows that the application of transformational leadership in the classroom has great theoretical value and practical significance in promoting teachers' professional development and improving students' learning quality.
【学位授予单位】：湖北工业大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H319

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