摘要
绩效管理作为学校组织的重要管理策略,“提要求”与“给资源”成为驱动教师提升教学能力的两项常见举措,但其对教师教学能力的影响程度如何亟待检验。本研究对S市2210名教师进行问卷调查,采用普通最小二乘法和结构方程模型探究工作要求、工作资源对教师教学能力的影响。研究发现:第一,教师在成员协作方面获得了较多的资源,但在职业发展和专业自主权方面得到的支持不足,教师职业发展停滞感较强是短板所在。第二,工作特征对教学能力发挥着双刃剑效应,工作要求与教学能力呈负相关关系,工作资源越充足越有助于教师提升教学能力;工作资源与工作要求交互影响教师教学能力,低工作要求—高工作资源组教师教学能力最高,低工作要求—低工作资源组教师教学能力最低。第三,工作要求通过职业倦怠的部分中介作用影响教学能力,间接效应占总效应的59.8%;工作投入在工作资源正向影响教师教学能力中起完全中介作用。因此,建议以完善教师工作支持系统为保障,缓冲工作要求对职业停滞感的触发效应;以提升教师教学能力为目标,动态调整教师工作要求与工作资源的配置关系;以减少非教学事务侵扰为关键,助力提高教师工作投入水平。
Performance management,as an important management strategy for school organizations,revolves around“setting requirements”and“providing resources”as two common measures to drive the enhancement of teachers'teaching abilities.However,the extent of their impact on teaching abilities urgently requires to be examined.A questionnaire survey was conducted with 2,210 teachers in City S,using ordinary least squares(OLS)regression and structural equation modeling to explore the effects of work demands and resources on teachers'teaching abilities.The study found that,firstly,teachers received ample resources in terms of collaboration among members,but support for professional development and autonomy was lacking,leading to a strong sense of stagnation in teachers'career progression.Secondly,work characteristics had a double-edged sword effect on teaching abilities.There was a negative correlation between work demands and teaching abilities,and more resources were conducive to improving their teaching abilities.The interaction between work resources and demands affected teaching abilities;teachers with low work demands and high resources had the highest teaching abilities,while those with low demands and low resources group had the lowest.Thirdly,work demands influenced teaching abilities through the mediating effect of occupational burnout,with the indirect effect accounting for 59.8%of the total effect;job involvement played a full mediating role in the positive influence of work resources on teaching abilities.Therefore,it is suggested to ensure a well-supported work system for teachers to buffer the triggering effect of work demands on the sense of career stagnation;dynamically adjust the allocation of work demands and resources with the goal of enhancing teaching abilities;and reduce non-teaching tasks to aid in improving teachers'job involvement.
作者
蒋帆
虞梓钰
JIANG Fan;YU Ziyu(Faculty of Education,East China Normal University,Shanghai,200062,China)
出处
《全球教育展望》
北大核心
2024年第1期95-109,共15页
Global Education
基金
国家社会科学基金2020年度管理学重点项目“国家教育体系适应人口结构变化的战略管理研究”(项目编号:20AGL030)
苏州市2022年微监测课题:“双减”政策执行中苏州市中小学教师减负机制研究(项目编号:SZKT202210-3)的阶段性成果
华东师范大学教育学部大学生科研基金2022年度“在线教育及教师发展”专项基金的资助。
关键词
组织支持
职业倦怠
工作投入
教学能力
中介效应
organizational support
occupational burnout
work engagement
teaching ability
mediating effect
