摘要
教师建言作为教师参与学校管理的重要渠道,是促进学校管理民主化、提升学校教育质量的重要保障。本研究以491名中小学教师为样本,从情绪视角探讨了领导反馈环境对教师建言的作用机制。结果表明,领导反馈环境正向预测教师建言,积极情绪在二者之间具有中介效应,消极情绪在二者之间具有遮掩效应,权力距离调节了积极情绪的中介作用。权力距离越高,领导反馈环境通过积极情绪对教师建言的影响越强,反之越弱。
As a vital means of participation in school management for teachers,teacher voice is important to promote the democratization and improve the education quality.Through a survey of 491 primary and secondary school teachers,the mechanism that leader feedback environment affects teacher voice investigated.Regression results showed that leader feedback environment was positively related to teacher voice,and positive affection acted as the mediator between them,while negative affection played a suppression role.Furthermore,the moderating effect of power distance was tested,the mediating effect of positive affection between leader feedback environment and teacher voice was stronger when positive affection was higher.
作者
张颖
苏君阳
ZHANG Ying;SU Jun-yang(School of Educational Administration,Beijing Normal University,Beijing,100875,China)
出处
《教师教育研究》
CSSCI
北大核心
2020年第1期32-40,共9页
Teacher Education Research
关键词
领导反馈环境
教师情绪
教师建言
权力距离
leader feedback environment
teacher affection
teacher voice
power distance
