教师的积极行为:在纵向研究中与职位特征和专业能力的互动
Verena Jörg1, Ulrike Hartmann1, Anja Philipp2
1DIPF | Leibniz Institute for Research and Information in Education, Frankfurt, Germany.
The British journal of educational psychology
|November 14, 2023
概括
教师在学校的积极行为受到他们的自我效能和自我调节技能的影响. 虽然这些专业能力是可训练的,但时间压力可能会阻碍它们的影响,积极的行为可以提高未来的自我效能.
科学领域:
- 教育心理学教育心理学
- 组织行为 组织行为
- 教师专业发展教师专业发展
背景情况:
- 教师参与学校改进和创新的需要越来越大.
- 对影响教师主动行为的因素的研究仍然有限.
研究的目的:
- 调查工作特点和专业能力如何影响教师的积极行为.
- 使用工作需求-资源 (JD-R) 模型,研究工作需求,资源和教师主动性之间的相互作用.
主要方法:
- 采用130名德国中学教师的两波面板设计,间隔5个月测量.
- 使用调节的单一指标建模和交叉滞后面板模型进行分析.
- 评估工作特点 (时间压力,官僚结构,参与气候,团队主动性) 和专业能力 (自我效能,自我调节,知识).
主要成果:
- 教师在变革实施和自我调节技能的自我效能预测了并发的积极主动行为.
- 在主动行为的时间压力和自我效能之间发现了相互作用效应.
- 纵向分析显示,教师的积极行为预测了以后的自我效能和感知时间压力,但对工作/个人因素而言并非相反.
结论:
- 随着时间的推移分析数据对于理解教师的积极行为至关重要.
- 专业能力方面是可训练的资源,但时间压力可能会抑制它们的有效性.
- 教师的积极行为可以积极影响他们未来的自我效能和对时间压力的感知.
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