变革性领导力与教师自主权之间的关系:一种潜在的调节分析
Fang Wang1, Hao Liu1, MingLi Fan2
1College of Preschool Education, Capital Normal University, Beijing, China.
Acta psychologica
|August 7, 2024
概括
变革性领导力对中国幼儿园的教师自主性产生了积极的影响. 组织气候调解了这种关系,而教师赋权则调节了领导力和气候对自主性的影响.
科学领域:
- 教育领导力 教育领导力
- 组织心理学 组织心理学
- 跨文化研究跨文化研究
背景情况:
- 领导风格显著影响教育环境,特别是在像中国这样的集体主义文化中.
- 教师的自主性对于幼儿教育的专业发展和工作满意度至关重要.
- 了解领导力,组织气候和教师赋权的相互作用对于优化幼儿园环境至关重要.
研究的目的:
- 研究中国幼儿园的变革性领导和教师自主性之间的关系.
- 检查组织气候在变革性领导力-教师自主链接中的调解作用.
- 探索教师赋权对这种关系的温和效应.
主要方法:
- 一项涉及中国1593名幼儿园教师的横截面研究.
- 利用经过验证的转型型领导力,教师自主,教师赋权和组织气候等尺度.
- 采用一个调节的调解模型与潜变量来分析数据.
主要成果:
- 转型型的领导力被发现是教师自主性的重要预测因素.
- 组织气候部分调解了转型领导和教师自治之间的关系.
- 教师赋权积极调节了变革性领导力和组织气候之间的关联,但削弱了组织气候和教师自治之间的联系.
结论:
- 转型型的领导力促进了中国幼儿园教师的自主权,组织气候起到了调解作用.
- 教师赋权具有复杂的温和效应,增强领导力-气候联系,同时减少气候-自治联系.
- 调查结果强调了领导风格和支持性环境对于在集体主义教育环境中促进教师自主性的重要性.
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