教师压力与学校领导之间的关联:一种混合方法研究,对学校心理学家有影响
Richard Lambert1, Christopher McCarthy2, Caroline Weppner2
1Department of Educational Leadership, University of North Carolina at Charlotte.
School psychology (Washington, D.C.)
|December 21, 2023
概括
高质量和稳定的学校领导力显著降低了教师的压力脆弱性. 这有助于学校心理学家推广教育工作者.
科学领域:
- 教育心理学教育心理学
- 职业健康 职业健康 职业健康
- 组织行为 组织行为
背景情况:
- 教师面临巨大的压力,影响他们的福祉和效率.
- 交易理论解释了压力是感知需求和资源的函数.
- 学校心理学家有独特的地位,可以支持教师的职业健康.
研究的目的:
- 检查学校领导质量/稳定性与教师工作场所评估之间的关联.
- 调查领导力在教师压力脆弱性中的作用.
- 为教师福祉提供学校心理学家的干预信息.
主要方法:
- 多相顺序混合方法设计是基于交易理论的.
- 专家小组的投入,规模的发展,关键信息人采访 (管理员) 和全区调查 (教师).
- 多层次建模 (47所学校,1850名教师) 分析领导力评级与教师认知.
主要成果:
- 学校领导的质量和稳定性与教师对职业需求和资源的评估有很大关系.
- 积极的领导力与更高的工作满意度和感知到的教学支持相关.
- 领导力特征直接影响了教师的压力脆弱性.
结论:
- 有效和稳定的学校领导对于减轻教师压力至关重要.
- 研究结果突出了学校心理学家通过领导力支持提高教师职业健康的途径.
- 针对领导力的干预措施可以改善学校环境和教师福祉.
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