教师自我效能如何调解学生成绩和学习的主要领导之间的关系? 来自元分析结构方程建模 (MASEM) 的结果
Mehmet Ozdogru1, Tijen Tulubas1, Turgut Karakose1
1Faculty of Education, Kutahya Dumlupınar University, Kutahya, Türkiye.
Acta psychologica
|June 17, 2025
概括
主要的领导行为通过支持教师和培养积极的学习环境,显著影响学校的成绩. 教师的自我效能在这种关系中起到了关键的调解作用,增强了学生的成功.
科学领域:
- 教育领导力 教育领导力
- 组织心理学 组织心理学
- 学校改进学校的改善工作
背景情况:
- 校长领导对于提高学校成绩至关重要.
- 研究探讨了领导力如何通过教师直接和间接地影响学生的成功.
- 教学,转型和分布式领导模式是重点关注的关键领域.
研究的目的:
- 检查主要领导行为 (教学,转型,分布式) 和学生成果之间的关系.
- 评估教师自我效能在主要领导力与学生成果联系中的调解作用.
- 为这些复杂的教育动态提供全面的分析.
主要方法:
- 使用了元分析结构方程建模 (MASEM).
- 综合了90项先前研究的数据.
- 这项研究分析了领导力,教师自我效能和学生成绩之间的直接和间接影响.
主要成果:
- 这三种领导行为都对学生的成绩产生了积极的影响,无论是通过教师自我效能直接还是间接地.
- 主要的领导行为对教师的自我效能有中等的直接影响.
- 教师的自我效能对学生的成绩产生了适度的影响.
结论:
- 主要领导对于改善学生的成绩至关重要,特别是在支持教师和培养积极的学习环境时.
- 教师的自我效能是一个重要的调解者,放大了领导力对学生成功的积极影响.
- 整合针对特定学校环境的领导实践可以提高学校的整体效率和改进.
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