初中校长领导行为、教师集体效能与学校效能的关系研究

发布时间：2018-05-19 18:53

本文选题：初中校长领导行为 + 教师集体效能　；参考：《广西师范大学》2016年硕士论文

【摘要】：民族的复兴必然伴随着教育的兴盛。风云激荡的改革时代,中西交流的开放格局,急剧变化的社会形势,思想理念的冲突撞击,社会和家庭对学校教育的要求越来越高。面对国家对人才的需求,面对社会发展机遇和挑战的并存,学校效能作为国家教育综合实力的集中体现,成为学术界关注的焦点。在以往学校效能研究中主要有两个方面的内容,一方面是关注学校效能对学校发展的意义,另一方面是对学校效能的本质研究。现今学校效能的内涵已经延伸到它的未来效益和社会效益,教师可谓是贯穿于整个学校效能的重要因素,教师作为学校的主体之一,其对校长领导行为的感知能够体现出学校效能中的行政管理效能,教师的集体效能能够直接反映出学校效能中的教师教学效能和学生学习效能,通过行政管理效能、教师教学效能和学生学习效能的提高会使环境关系效能得到改善,最终提高学校效能。由此看来从教师角度出发研究校长领导行为、教师集体效能和学校效能三者之间的关系意义重大。本研究在对湖南省654名初中教师进行问卷调查的基础上,分析了初中教师所感知到的校长领导行为、教师集体效能和学校效能三者之间的关系。通过对本课题的研究,讨论初中教师群体在存在差异的情况下如何提高集体效能,分析教师所感知到的校长领导行为是直接影响学校效能还是间接影响学校效能,为学校效能的提高和教师专业发展提供意见和对策。研究结论如下：(1)校长领导行为在教师所感知到的校长领导行为总体和“建立结构”维度上处于中等偏上水平,在“关心体谅”维度上处于一般水平。在教师年龄上存在差异,在教师所感知到的校长领导行为和“关心体谅”维度上,35岁以下和45岁以上的教师感知度水平高；在“建立结构”维度上,35岁以下的教师感知度高。在教师教龄上存在差异,在教师所感知到的校长领导行为上,5年以下和25年以上教龄的教师感知度高；在“建立结构”维度上,5年以下教龄教师感知度高；在“关心体谅”维度上,25年以上教龄教师感知度高。在班级人数上存在差异,在教师所感知到的校长领导行为总体和“关心体谅”维度上,所教班级人数为30-50人的教师感知度高。(2)教师集体效能在教师集体效能总体和“团体胜任”维度处于中等偏上水平,“任务分析”维度处于一般水平。在教师年龄上存在差异,35岁以下教师与35-45岁的教师之间在教师集体效能及其各维度上存在差异。(3)学校效能在教师所感知到的学校效能总体以及各维度均处于一般水平。在教师年龄上存在差异,在学校效能、“行政管理效能”、“教师教学效能”、“学生学习效能”和“环境关系效能”维度上,35岁以下教师感知度高。在学校规模上存在差异,在“学生学习效能”维度上,在学校规模为30-40个和40个班级以上环境中工作的教师感知度高；在“环境关系效能”维度上,在学校规模为40个班级以上环境中工作的教师感知度高。(4)校长领导行为和学校效能二者之间有显著的正向影响作用。教师所感知到的“建立结构”维度对学校效能各维度有正向影响作用；教师所感知到的“关心体谅”维度对学校效能中的“行政管理效能”维度、“教师教学效能”维度有正向影响作用。(5)教师集体效能和学校效能二者之间有显著的正向影响作用。教师集体效能的“团体胜任”维度和“任务分析”维度对教师所感知到的学校效能各维度均存在正向影响作用。(6)校长领导行为、教师集体效能和学校效能教师集体效能在教师所感知到的校长领导行为与学校效能之间,起到了部分中介效应,教师所感知到的校长领导行为不仅可以直接作用于学校效能的提升,还可以通过初中教师的集体效能提升学校效能。
[Abstract]:The rejuvenation of the nation is bound to be accompanied by the prosperity of education. The era of vigorous reform, the open pattern of communication between China and the west, the rapid change of social situation, the impact of the conflict of ideas, and the higher demand for school education by society and family. Facing the demand for talents, the coexistence of opportunities and challenges to social development and the effectiveness of school The focus of the comprehensive strength of the national education has become the focus of the academic circle. In the past, there are two main contents in the study of school effectiveness. On the one hand, it pays attention to the significance of school efficiency to the development of the school, the other is the essence of school effectiveness. The connotation of school effectiveness has extended to its future benefits and its future benefits. The teacher is one of the important factors that run through the effectiveness of the whole school. As one of the main bodies of the school, the teachers' perception of the leadership behavior of the principal can reflect the administrative efficiency of the school efficiency. The collective effectiveness of the teachers can directly reflect the teaching effectiveness and the students' learning efficiency of the school efficiency. The effectiveness of political management, teachers' teaching effectiveness and the improvement of students' learning efficiency will improve the efficiency of environmental relations and ultimately improve school effectiveness. Therefore, it seems that the relationship between the teachers' leadership behavior, the collective effectiveness of the teachers and the school effectiveness is of great significance. The study is carried out in the study of 654 junior high school teachers in Hunan province. On the basis of the questionnaire survey, this paper analyzes the relationship between the principal leadership behavior of the junior high school teachers, the teachers' collective effectiveness and the school effectiveness. Through the study of this subject, we discuss how the junior middle school teachers' group can improve their collective effectiveness in the case of differences, and the analysis of the teachers' perceived leadership behavior is directly influenced by the teachers' perception of the three. School effectiveness has an indirect impact on school effectiveness and provides advice and Countermeasures for the improvement of school efficiency and teacher professional development. The conclusions are as follows: (1) the principal leadership behavior is in the middle level in the general and "building structure" dimension of the principal's leadership behavior that teachers perceive, and in the "caring understanding" dimension. Level. There are differences between teachers' age and teachers' perceived leadership behavior and "caring understanding" dimension. Teachers under 35 and over 45 have a high level of perception. In the "build structure" dimension, teachers under the age of 35 have a high degree of perception. There are differences in Teachers' teaching age and the teachers' perceived leadership. In behavior, teachers with more than 5 years and more than 25 years of teaching experience higher awareness; in the "build structure" dimension, more than 5 years of teaching age teachers have higher awareness; in the "caring understanding" dimension, more than 25 years of teaching age teachers have high perception. There are differences in the number of classes, teachers are aware of the principal leadership behavior and "caring understanding". On the dimension, the teacher has a high degree of perception of 30-50 teachers. (2) the collective effectiveness of teachers is in the middle level of teachers' collective effectiveness and "group competency", and the "task analysis" dimension is in the general level. There are differences in Teachers' age, and the teachers' collective efficacy between teachers and 35-45 years old teachers at 35 years old. There are differences in their various dimensions. (3) the school effectiveness is generally at the general level of the school effectiveness perceived by the teachers. There are differences in the teacher's age. In the school effectiveness, "administrative efficiency", "teacher teaching effectiveness", "student learning efficiency" and "environmental relationship effectiveness" dimension, the teacher is under 35 years of age. Teachers have a high degree of perception. There are differences in school scale. In the dimension of "student learning effectiveness", teachers who work in 30-40 or more classes and above 40 classes have higher awareness. In the dimension of "environmental relationship effectiveness", teachers work in the environment of 40 classes above the school scale. (4) the leadership behavior of the principal. There is a significant positive impact between the two school effectiveness. The "building structure" dimension of the teacher has a positive impact on the school effectiveness, and the "caring understanding" dimension perceived by the teacher has a positive impact on the dimension of "administrative effectiveness" and "teacher teaching effectiveness" in school effectiveness. (5) there is a significant positive impact between the two teachers' collective effectiveness and the school effectiveness. The "group competency" dimension and the "task analysis" dimension of teachers' collective effectiveness have a positive impact on the teachers' perceived school effectiveness. (6) the leadership behavior of the principals, the collective effectiveness of teachers and the collective effectiveness of the school effectiveness teachers. The teachers' perceived leadership behavior and school effectiveness have played a part of mediating effect. The teacher's perceived leadership behavior can not only directly affect the improvement of school efficiency, but also improve the school effectiveness through the collective effectiveness of junior high school teachers.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G637.1

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