摘要
基于自评与他评一致性视角,利用对北京、深圳、北戴河26位校长与639位教师的配对问卷调研,进行多项式回归和响应面分析,探讨了校长变革型领导的自评与他评一致性程度对教师幸福感的影响。研究发现:变革型领导高自我评价的校长所在学校的教师幸福感低于变革型领导低自我评价以及自评与他评一致的校长所在学校的教师;变革型领导高自评与他评一致的校长所在学校的教师幸福感高于变革型领导低自评与他评一致的校长所在学校的教师;变革型领导低自我评价的校长所在学校的教师幸福感与变革型领导高自评与他评一致的校长所在学校教师之间没有显著差异。校长在努力提升变革型领导水平的同时,也应增强对变革型领导的自我认知,积极听取教师及各方反馈,调适领导行为,以增强教师幸福感。
Based on the perspective of self-other agreement,this study surveyed 26 principals and 639 of their teachers from Beijing,Shenzhen and Beidaihe,and explored the relationship between self-awareness of principal transformational leadership and teacher well-being.Results from polynomial regression with response surface analyses were as follows:Teachers of over-estimators reported lower well-being than under-estimator and in-agreement raters regarding transformational leadership.Teachers of in-agreement/good transformational leaders reported higher well-being than those of in-agreement/poor transformational leaders.There is no significant difference of teacher well-being between under-estimators and in-agreement/good transformational leaders.These findings enlighten us while improving transformational leadership,principals should also enhance their self-awareness of transformational leadership,actively listen to feedback from teachers and other sources,and adjust leadership behaviors to promote teacher well-being.
作者
张森
ZHANG Sen(College of Education, Capital Normal University, Beijing 100037, China)
出处
《教育学报》
CSSCI
北大核心
2021年第3期166-177,共12页
Journal of Educational Studies
基金
国家自然科学基金面上项目“中国学生社会情感能力发展的学校管理综合变革研究”(项目编号:71774017)
北京市教育委员会科技计划一般项目“基于学生创新能力发展的校长领导力及其影响机制研究”(项目编号:KM202110028008)的研究成果。
关键词
校长变革型领导
教师幸福感
自评与他评一致性
principal transformational leadership
teacher well-being
self-other agreement
