学校强调学业成功:主要资格的作用
Georgios Sideridis1,2, Mohammed Alghamdi3
1Boston Children's Hospital, Harvard Medical School, Boston, MA, United States.
Frontiers in psychology
|August 13, 2024
概括
沙特阿拉伯的高素质校长表现出对学校学术成功的强烈信念. 这包括对家长,教师和学生参与的积极看法,对教师期望有显著的DIF效应.
科学领域:
- 教育领导力 教育领导力
- 教育心理学教育心理学
- 学校管理学校的管理.
背景情况:
- 学校的领导层对学校的学术环境有很大的影响.
- 主要资格被假设与全校的学术重点相关.
- 了解这些联系对于教育政策和实践至关重要.
研究的目的:
- 调查校长资格和学校对学业成功的重视之间的关系.
- 分析基于主要资格水平的学术重点的潜在平均差异.
- 在"学校强调学术成绩"尺度中,确定表现出差异性项目功能 (DIF) 的特定项目.
主要方法:
- 一项涉及206名沙特阿拉伯学校校长参加TIMSS-2019的定量研究.
- 使用"学校强调学术成功"的比例和主要资格的二进制共变量.
- 采用多个指标多个原因 (MIMIC) 模型来分析潜伏平均差异和DIF.
主要成果:
- 对于学术重点的一般因素,发现了显著的综合效应.
- 高素质的校长报告说,他们对学校的学术重点有更积极的看法.
- 对于"教师期望",发现了差异性项目功能 (DIF),高素质的校长表现出更强烈的信念.
结论:
- 主要资格与学校对学术成功的强烈强调有关.
- 可能需要有针对性的干预措施来解决特定因素,如教师的期望.
- 调查结果为教育政策和实践提供信息,旨在提高学术成绩.
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